Radford Bulletin Term 4, Week 3 – 25 October 2017
News & Articles
25 October 2017
A first-hand view of the Junior School experience
Our Bulletin articles often celebrate how we educate the child of today. Our articles are written from an adult perspective, and in the main deal with the teaching, delivery or hard data surrounding student growth, rather than “learning from a child’s perspective”.
As a junior school delivering the IB Primary Years Programme, where we often talk about age appropriateness and whole child teaching and learning, I would like to share today an unsolicited speech presented last week by a Year Six student to families interested in joining the Radford Community.
Lily Chapman commenced her 14 year Radford journey as a PreKindergarten 4- year-old in 2010, and is excited to be joining our Secondary School next year. We asked Lily if she could put together her own thoughts about her time here to date, and I can but share with you her response.
By Lily Chapman 6JF
Good afternoon ladies and gentlemen, my name is Lily Chapman and I came to Radford in PreKindergarten. I have grown so much since then, thanks to Radford. I have been here for 8 years now and I may only be 12, but they have been the best years of my life. And these are the reasons why: opportunities, culture and growth.
So, what is the culture at Radford? Through my experience it is feeling part of a community. In the ELC we contributed to our community when we helped plant and grow a vegetable garden and created an art project for other children to enjoy. Our culture is also about having the safety to be who you are, not to be afraid of being teased or bullied but to truly express yourself. I have had the opportunity to do that through music, art, sport, creative writing, English and much more.
The culture here also gives the opportunity to have a buddy. Each year level gets either a younger buddy or an older buddy. In the past, it has been great to have a role model and it has also been amazing to be a role model.
At Radford, I have been encouraged to have a positive mindset even in areas I didn’t originally have an interest in. For example, maths was always something that challenged me but it has become fun and something I look forward to, now that I have increased my ability to think positively about it. As our Junior School Principal, Mr Southwell says; ‘live it, don’t laminate it’, which means don’t just set a goal and stick it on your wall, you need to live out that goal.
My favourite thing about Radford’s culture is that no matter if someone is a stranger or a friend, they will always smile at you, show kindness and pay it forward. If anybody is by themselves they will never be by themselves for long, because there is a culture where we include one another, because we all know what it feels like to be left out.
All through my time at Radford I have had a chance to grow as a student and as a person. All the PYP attitudes and learner profiles have shaped me into who I am. They are:
enthusiasm, cooperation, independence, creativity, commitment, appreciation, integrity, respect, tolerance, curiosity, empathy, confidence, open-minded, principled, reflective, risk taker, thinker, caring, communicator, enquirer, knowledgeable and balanced.
These traits have helped me build a positive mindset.
Through my experience here, the most important thing I have learnt is the value of making mistakes, they help us grow and improve, and I know at Radford I can feel safe to do so. Through Radford I have had countless opportunities. Camp was an amazing experience and we had the chance to build team work through a series of challenges. We got to build our survival skills and have a lot of fun. I look forward to next year’s camp and the cultural tour where I get to travel around Uluru and Alice Springs to visit Indigenous communities.
Another opportunity is Year 6 exhibition where we did a term on an inquiry of our choice. This year I looked into the stolen generation and the rights of indigenous people. It was great exercise to learn and to share my knowledge. This year, I became a Year 6 leader and was able to lead my house in the swimming carnival and the athletics carnival. We also get to host assembly. Being a leader has taught me how to inspire people and encourage people to do their best.
Radford has helped me grow as a person and as a student. As I’m leaving primary school, I will always remember Book Week, particularly beating Mr Southwell at the reading challenge every year. We got to see our principal slimed, hit with pies, dunked in water and walk around the national library in a Gruffalo suit.
I’ve loved being read to by our teachers, I will miss my buddy, as she starts her new journey out of the ELC and into Year 1, but my primary school adventure has been the most exciting, most wonderful journey and I look forward to going into secondary school.
I would like to finish by quoting the famous poet Maya Angelou:
People will forget what you say,
they will forget what you do,
but they will never forget how you made them feel.
As I finish primary school, I know sadly I will forget some of what was said to me, some of what was done for me, but I know I will always remember how good the teachers and students made me feel.
So with that, welcome to our community here at Radford College.
25 October 2017
Lindy Braithwaite, Senior Studies Coordinator
Moving towards our IBDP authorization assessment in 2018
By Lindy Braithwaite, Senior Studies Coordinator
Preparations are now in full swing as we move closer to our IBDP authorization assessment in 2018 by an International Baccalaureate compliance team. These preparations are not unlike a registration process, where every facet of the College will be reviewed to ensure that we are equipped and ready to deliver the IB Diploma – a rigorous process
Understandably, the IB wishes to ensure that the reputation it enjoys is maintained. Some examples of the areas that will be assessed include:
• facilities – dimensions and adequacy of learning spaces, access to learning resources and even our ability to have exam tables a required minimum distance apart;
• policies and procedures – academic, special needs, behaviour, safety, wellbeing, amongst others;
• teacher training and collaboration- to ensure curriculum is not delivered in isolation;
• an international mindset – local, national and international engagement.
To date, 13 teachers have attended specialized subject training in the IB DP, with more training to come. In the most part, these teachers have completed this training on their weekends or in their holidays, and they are optimistic about its delivery. The training has allowed them to familiarise themselves with the curriculum, map it compared to the ACT curriculum, and begin planning documents for possible delivery in 2019 or 2020. In addition to this, they have had the opportunity to form invaluable networks with other teachers of this curriculum in the ACT, Australia and the Asia region, which will allow them to benchmark and share resources to best prepare our students to achieve excellence.
In addition, there are a number of strategies being developed to allow all students in the senior school to gain from the IB DP option. A theme that has come through feedback from all stakeholders is the desire to maintain the cohesiveness of our student community. We want IB DP to be another option alongside our two current options of a Year 12 ACT Certificate and the ATAR, not an option that divides. As communicated previously, each student will be counselled, as they are now, as to which option would suit them best to provide a meaningful, rich pathway beyond school. We do not value one option over another, and hope the IB DP will have benefits to the whole student population, as it has, reported anecdotally, in other schools both public and independent.
We are strengthening our post-secondary education ties. Our Head of Student Pathways will gain additional training to enhance the information available for international university applications, and our ‘local’ Universities have all communicated the high value they place on the IB DP, several with early entry schemes. The ANU supported this with an excerpt of an internal report (reproduced with permission):
“For 2016/2017, ANU ran a pilot International Baccalaureate (IB) Early Entry Scheme (IBEES)”…”The IBEES aligns with the ANU by 2020 (strategic plan) which envisioned a high-quality education which attracts a student community of inspired students from diverse backgrounds. The IBEES looks to assist in achieving the goals of attracting a high-achieving and inspired student population; supporting student access to the ANU; supporting and meeting the needs of a diverse student population.” and forwarded two recent research papers titled ‘Perceptions of the IB in Ontario Universities’ by Saira Fitzgerald (Carleton University) published in the Canadian Journal of Education 2015 and ‘College Readiness and the International Baccalaureate Program’ by Krysta Larson and Faith Kurtyka (Creighton University) published in English Journal (National Council of Teachers of English, USA) 2017. Both reported the IBDP favourably.
In other areas, we hope to appoint a Creativity, Activity, Service (CAS) Coordinator soon, who will begin work towards augmenting the link between service and academic pursuits. And, in January, we will be hosting an IB workshop focused on teaching Theory of Knowledge in subject disciplines and fostering collaboration of stakeholders across all areas of a student’s education.
Making sure you become more familiar with the IB DP is high on our agenda. Planned towards the end of 2017 is a student workshop session for Years 8 and 9, so that they better understand the IBDP as an option and have the opportunity to ask questions. For parents (and students), on 21 February 2018 we will hold a more in-depth information session and small group Q & A which will include graduate student ambassadors. We will ask students to self-nominate interest soon (without strings attached) and then have preparatory sessions over 2018. Information booklets on the various facets of the Core and DP are currently being developed and will be available mid-2018. As part of this, I hope to include a comparison table of the three package options that are anticipated to be available in the senior school, which will hopefully be more helpful than the Iphone X v Iphone 8, to use as a tool for family discussions.
In the meantime, the PowerPoint (with audio) is still available on the ROL dashboard, under Academic tab – in the Secondary School Academic Documents (Information for parents of students currently in Year 8 and 9 2017) to give a basic overview, and you are very welcome to contact me, firstname.lastname@example.org
If you are parent of a Year 8 or 9 student and are interested in the IB DP for your child, I will shortly be seeking your assistance in the authorization process, look out for an email in the near future.
20 October 2017
Rev. Erin Tuineau, Chaplain
The value of teaching religion, even to "non-believers"
I have spent much of this year thinking about why we need to keep teaching religion (e.g. RaVE) in our schools. I have to admit that it is quite hard at times to engage young people in exploring religious issues of any sort. When I ask them why they don’t want to learn about different world faiths, they usually say something like, ‘it’s not relevant to me because I don’t believe in God’. This is a fair statement to make, but I beg to differ with their opinion.
While statistics in the 2016 census show that nearly half of Australia’s population does not identify as being religious, this does not mean that we need to stop teaching them about religion. I say this because it seems to me that Australians have not stopped searching for the meaning and purpose of life, which are issues at the heart of all the world’s major religions. If anything, teaching religion to young people in schools may be one of the few ways that exposes them to the reality that it is normal to want to understand life more, and live it more fully. This is particularly true in our current western culture, which seems to spend a lot of time focusing on rather superficial issues such as consumerism, being successful, and being physically perfect. This reminds me of something I once read about how Australian culture does not create a lot of time or space for people to be ‘serious’ about life. I am not sure why this is the case, but it seems to have something to do with our need to have a ‘larrikin’ attitude towards everything. We hold up of the image of simply being happy all of the time as our ultimate state of being, when in fact this does not serve our human longing to live deeply meaningful lives. So first and foremost, I believe that we need to keep teaching religion in our schools, despite its somewhat unpopular stance amongst some of the younger generation, because they need to know that it is OK to want more out of life than what the world has to offer them. They also need to know that It is OK to be serious about life at certain times, if not on a regular basis.
I am also aware of the importance of educating young people about the diversity that exists within different religions, so that they do not fall into the trap of stereotyping individuals and groups that belong to different faith communities. It is no secret that many Australians would stereotype Muslims as being ‘terrorists’, when, in fact, many Islamic leaders have pointed out that the Quran teaches about kindness and peace, not war. In an ever-growing multi-faith community, particularly in Australia’s larger cities (including Canberra), it is paramount that we bring up a generation of young people who have the knowledge and ability to question the generalized image presented of different religious groups on our TV screens and in other media. I have to give praise to shows like ABC’s ‘Compass’ though, which has made significant efforts to dismantle the stereotypes that have been projected onto Australian Muslims. I have showed some of their programs in my RaVE classes and it has been an eye-opener for the students to realize that Muslims can be ‘normal people living normal lives’ right here in our country. On a slightly different topic, it is also important to educate students about the diverse range of views that Christians hold about marriage equality. The reality is, the more you study any religion, the more you realize that people of faith interpret their sacred texts (e.g., Bible, Quran, Torah) in different ways, and this means that religious people can sometimes live in very different ways too. On the whole, I have found the more students learn about different religions, the more likely they will be respect people of different faiths, because it was their ignorance about religion that created their original prejudices.
I am sure that there are many other reasons why we should keep educating our younger generation about religion in our schools, but these are the two major ones that certainly motivate me to keep teaching it, particularly when I am confronted with students who may not value this subject as much as I do.
25 October 2017
Blake MacDonald to Sydney Thunder and Maddie Shevlin to Melbourne Demons
Two Radford Collegians (both Class of 2015) have been recruited by top level teams in the past week.
Cricketer Blake Macdonald joins Big Bash League side Sydney Thunder on a rookie contract.
"Just watching the way they go about training and the way they prepare for games will be a key thing for me to try and take my game to the next level,” he told the Canberra Times.
Blake’s father is Radford teacher Darryle MacDonald.
Read the full article in the Canberra Times.
Maddie Shevlin was picked up by Melbourne in the AFL Women’s rookie draft.
The daughter of former Junior School staff member Kerrie Shevlin and former P&F President John Shevlin, Maddie was selected by the Demons with pick Number 13.
On the Melbourne Football Club’s website, Todd Patterson, AFLW Talent Manager said:
“Maddie comes from the ACT. She was identified through Melbourne’s talent search. She did the testing and impressed. She’s 174cm, athletic and offers versatility. She played in Gungahlin’s losing Grand Final this year and was named in the ACT team of the year. Previously in the GWS Academy, Maddie also represented Australia in Oztag.”
Maddie joins another Radford Collegian Elise O’Dea (Class of 2009) in the Demon’s AFLW side for the 2018 season.
You can also read the Canberra Times article about Maddie.
24 October 2017
Kath Notley, Head of Y9, Round Square Coordinator
Thursday 26 Oct, 6:00 pm, Leyshon Lecture Theatre
Event: Launch of the 2018 Year 9/10 Cambodia Tour
Date: Thursday 26 October (this week)
Time: 6:00 pm
Venue: Leyshon Lecture Theatre, Radford College
Through this program, a group of up to 20 Radford students will work alongside Buddhism for Social Development Action (BDSA) which is a grassroots organization founded by monks to empower and support women, children and marginalized member of the Kampong Cham community. The exciting program combines service-learning projects with touring Angkor Wat, exploring the famous capital of Phnom Penh and visiting a range of historical sites. Students will leave with a profound appreciation and understanding of themselves, the Khmer people, and the country of Cambodia, The Kingdom of Wonders.
This Thursday evening (26 October) the Group Manager from Rustic Pathways will be visiting Radford College to launch this opportunity to interested students and their families.
Please come along to the Leyshon Lecture Theatre at 6pm to find out more about Rustic Pathways and this amazing opportunity that is on offer to our students.
Tour dates: Friday 6 July – Monday 16 July 2018 (Mid-year holidays)
Hosted by: Rustic Pathways, https://rusticpathways.com/programs/the-cambodia-childrens-project/
Indicative cost: $3,500 (this is a customised version of the tour on the website, so price differs).
24 October 2017
Two students (Y3 and Y8) have been diagnosed with Chicken Pox
It has been reported that two students have been diagnosed with Chicken Pox. The students are in Years 3 & 8.
Chicken Pox (Varicella) is a highly contagious virus that is passed by person-to-person contact. Please do not send your student to school if they have any of the symptoms of chicken pox.
Symptoms may include mild headache, fever or feeling unwell with a rash. The initial spots look similar to mosquito bites, usually on the body, arms, face and neck. The rash progresses to fluid-filled blisters that finally crust over and dry. The incubation period is usually 14-21 days with the students being contagious 1-2 days before the onset of the rash. Students must be excluded from school until ALL lesions are crusted over, usually 6-7 days.
Immunization is recommended for healthy children, adolescents and adults who have not had a documented case of chickenpox or have not been previously vaccinated. The vaccination is not 100% effective for prevention, but should they get the disease it will be milder and shorter in duration.
For more information visit Women's and Children's Health Network / Chicken pox at
24 October 2017
Chloe Marks, Mock Trial team member
Exciting times as the Mock Trial team reaches semi-finals!
Back row (L to R): Taylor Colvin, Claudine Page-Allen, Isabella Zardo, Annabelle Creer, Angus Gibson
Front row (L to R): Chloe Marks, Hannah Lilley, Jacinta Quee and Ms Rebecca Hunter.
By Chloe Marks, Mock Trial team member
Eight Year 11 Legal Studies students joined the NSW Law Society’s Mock Trial Competition in February with over 160 other competing schools from NSW and the ACT. The competition introduces students to the legal system by allowing them to take on the role of a barrister, solicitor, witness, court officer or magistrate’s clerk, and then run a court case. Teams are issued with a case, an opposing school and represent either the prosecution or the defence. It is then up to them to find loop holes, raise areas of doubt, object to their opposition, write compelling arguments and prove their case to the judge.
After the first four rounds, Radford was successful in reaching the elimination rounds, which consisted of the top 64 schools. This was the furthest any ACT team had progressed in 20 years. From there, it was ‘do or die’, and after another three elimination rounds, Radford was successful in making it to the quarter-final which comprised the top 8 schools.
Last Friday the team headed to Goulburn to compete in their quarter- final alongside their team teacher/mascot Mrs Hunter, and Mr Ewbank. The students were filled with nerves and excitement as the pressure started to set in. The barristers were finding new cross-examination points and the solicitor was sorting through tremendous amounts of paper work and the witnesses reciting their statements continuously. After a three-and-a-half-hour trial, the verdict came through and, lo and behold, Radford was successful and will proceed to the semi-final, alongside the three other remaining schools.
So, with eight trials under their belts, this team will face their semi-final and hopefully bring home another win, and a finals berth for Radford and the ACT!
25 October 2017
Year 9 student Carol Ge writes on 'The fate of the Great Barrier Reef'
Year 9 student Carol Ge has been named as one of two runners-up in the UNSW Bragg Student Prize for Science Writing 2017, with her essay ‘The fate of the Great Barrier Reef’.
Details below from the NewSouth publishing website:
The winning essays were selected from a competitive field of entries from across Australia. Students in Years 7 to 10 were invited to write an 800-word essay on Future Earth: creating a more sustainable planet by 2030 and the judges were impressed by the diverse range of imaginative, inquisitive and thought-provoking responses.
The UNSW Bragg Student Prize for Science Writing is designed to encourage and celebrate the next generation of science writers, researchers and leaders. For an aspiring university Dean of Science or Walkley Award-winning journalist, this could be the first entry on their CV.
25 October 2017
Kath Notley, Round Square Coordinator
Watch the student slideshow of the Round Square Mongolia trip
The Radford delegation to the recent Round Square Regional Conference for 13 – 14 year olds hosted by the International School of Ulaanbaatar in Mongolia shared their experiences with students at the Secondary School Assembly.
The delegation members have all learnt a lot about themselves and such a diverse and different culture and their photos represent a wonderful insight into the time they had in Mongolia.
Please enjoy the slideshow.
25 October 2017
Our visitors remind us what life is like in Timor
By Father Richard Browning
Next year will be the tenth time Radford travels with a group to Timor-Leste. From the friendships made there, some beautiful things have emerged.
This year’s travelling group of Radford students have sponsored Santos to come and spend three months studying. A gifted capoeirista and street teacher, he is currently in his final week of CIT English studies. As his fifth language, Santos feels English is the key to unlock greater employment and leadership opportunities in his community in Dili. He has undertaken his studies a bit like a farmer might care for the only seed he has left to plant.
We have also welcomed two other visitors for a shorter, three-week stay. The Radford travelling group to Timor made a promise three years ago to work with the community at Beloi, Atauro Island. The community chose football (soccer) as the instrument, and Joas as their representative. Mario (otherwise known as Super Mario) is his travelling assistant. Mario only speaks seven languages! They have been engaged in a coaching course through Capital Football, buddying with Kristian Collins of the Boomerang Futsal program and getting a hefty dose of all things football. They have also been across a number of classes and chapel gatherings. The images come from Year 1.
In Mario and Joas’ own words:
“Timor is very simple, here, very busy. In Timor, you see a person you say hello. You see a hundred people you say a hundred hellos. Here? No much hello.
“Breakfast is coffee. Finish. Lunch: little bit rice, little bit fish. Maybe no fish. Dinner is little bit rice, little bit vegetable, maybe little bit fish.
“Have fish have money. No have fish, no have money.”
For seven years Mario lived on a pier while he was at school – home was a three-hour walk away, over the mountain. His family worked so hard gather the funds to send him to university in Indonesia. Working for a whole day they can make one dollar, maybe two, maybe zero.
Mario observes, we work so we can plan for travel and holidays. In Timor, they think of rice and plan today how they will work to earn enough to afford it.
Here in Australia, everything is different. Joas especially looks with the face of a child encountering magic: the flame on the gas stove top, the water draining down the sink (where go?), the remotely controlled garage door, and the mechanical garbage truck are a few examples. The world they come from is another kind. Looking at the roads, the rows and rows of available foods, the shops, Joas asked ‘When will Timor be like this?’
Friendship brings us together and to questions like this: what have we got to share with each other? Whatever education is for, let it be bigger than our own small interests. And as Santos, Mario and Joas head home next week, we wish them and their communities every blessing and shared prosperity.
23 October 2017
By Melinda Hamilton & Tiia Wright
PK to Y6 students think about reducing waste
By Melinda Hamilton & Tiia Wright, RTC Teachers
The Radford Tribal Council organised for the Junior School to participate in Nude Food Day on Wednesday 18 October. This initiative was an action arising from several different year levels’ explorations into inquiries such as ‘Sharing the Planet’ throughout the year.
What is nude food? Nude food is simply food that is not wrapped in foil, plastic or commercial packaging. The best type of nude food consists of fresh food so that it is healthy and nutritious, as well as environmentally friendly.
Students across the school from PK to Year 6 got behind this initiative and brought their fruit break, recess and lunch completely nude, with the help of lunchboxes and reusable containers. The RTC would love to encourage students to carry this on, so we’re reducing the amount of waste we generate.
23 October 2017
Julie Smith, JS Counsellor
Education for traditional skills and also for happiness
By Julie Smith, JS Wellbeing Team
“Success is achieved by developing our strengths not eliminating our weaknesses”.
Marilyn Von Savant
Positive Education collates the science of Positive Psychology to encourage and support individuals, schools and communities to flourish. At its heart Positive Psychology says that when we focus more on our strengths, virtues and positive emotions we build our capacity to thrive. In addition, it is through using our positive qualities and attributes that we can address our personal weaknesses and help ourselves to be the best we can be.
Positive Education focuses on building particular skills that assist students to think and feel positively and focus on their strengths in order flourish. Martin Seligman, the founder of Positive Psychology defines Positive Education as “education for both traditional skills and for happiness”.
During Term 4, the Wellbeing Program In the Junior School will focus on some core ideas within Positive Psychology and introduce them to the children at every year level. A particular focus for the students and teachers initially will be focusing on “character strengths” and inviting the children to consider what their key strengths are, and how they use them every day to help themselves and others.
Lea Waters, in her excellent book The Strength Switch. How the New Science of Strength Based Parenting Can Help Your Child and Teen to Flourish, outlines three elements that come together to make a strength. They are:
- Performance - being good at something
- Energy - feeling good doing it, it is energizing for them
- High Use - choosing to do it.
In other words, strengths are things we do or show well, often and with energy. They energize us, create positive emotions for us and to some extent are self-reinforcing. All three elements are needed for it to be a true strength. Other keys to recognizing a strength in a child according to Waters are:
• there’s a drive or yearning to express the strength
• the person naturally displays it
• they lose track of time when engaged in it
• it can be put to positive use.
Peterson and Seligman created and validated the Values in Action (VIA) Signature Strengths Survey which measures 24 character strengths within 6 broad categories: Wisdom and Knowledge, Courage, Humanity, Justice, Temperance and Transcendence. Positive Psychology research tells us that we all have each of the character strengths, just in varying degrees. The trick to working with our strengths is to identify our key strengths and put them in action as much as possible.
The research indicates that when people do this they are happier and have higher levels of overall wellbeing. In addition, Angela Duckworth’s research on school performance tells us that character strengths such as perseverance and self-regulation are critical for students’ success in school and beyond. A 2015 study by Wagner and Ruch replicated previous research findings that linked a number of character strengths, e.g. love of learning, hope and perspective among them, to positive academic outcomes. So, helping students recognize and build these attributes in themselves increases their ability to flourish at school.
The VIA institute has a free survey that you and your children can do to identify your key strengths. Go to: www.viacharacter.org/www/Character-Strengths-Survey In the meantime, the children and their teachers will be engaging in a range of strength-based activities focusing on identifying and building on strengths and positive emotions.
Dr Lea Waters. (2017) The Strength Switch. How the New Science of Strength Based Parenting Can Help Your Child and Teen to Flourish
Duckworth A. L., Peterson C., Matthews M. D., Kelly D. R. (2007). ‘Grit: perseverance and passion for long-term goals’. J. Pers. Soc. Psychol. 92, 1087–1101
Duckworth A. L., Seligman M. E. P. (2005). ‘Self-discipline outdoes IQ in predicting academic performance in adolescents’. Psychol. Sci. 16, 939–944
Seligman M. E., Ernst R. M., Gillham J., Reivich K., Linkins M. (2009). ‘Positive education: positive psychology and classroom interventions’. Oxford Rev. Educ. 35, 293–311
Wagner L., Ruch W. (2015) ‘Good character at school: positive classroom behavior mediates the link between character strengths and school achievement’. Frontiers in psychology, 6:610
23 October 2017
The Service Captains issue a challenge to Y7 students
By Viv Wang, Sophia Lo Pilato, Will Davies - Service Captains
Year 7 has been challenged by the Service Captains to see how many wheelie bins of non-perishable goods they can fill in the period 23 October to 1 December.
Each tutor group has been assigned a bin in the library. Library staff can help students locate their bin. The tutor group that fills the most will win a lunchtime of snacks!
All donated items go to assist the work of Belconnen Community Services, as part of the Giving Tree initiative.
18 October 2017
Amanda Andlee Poland, Head of Creative Arts
University showcase and presentations
By Amanda Andlee Poland, Head of Creative Arts
Date: Thurs 2 November
Time: University showcase 5:30 pm, presentations: 6:30 pm
Venue: Mackinnon Senior School
Register: Through Trybooking here
Join leading Canberra Creatives as they share tips and tricks for pursuing satisfying careers in design and creative arts. For everyone of all ages, adults and students.
The second annual Design Canberra Creative Careers event will be held at Radford College, in partnership with Design Canberra.
Creative Careers is an opportunity for all Canberrans, including from the Radford community, to become inspired for a career in the design and creative arts areas. Special invited guests provide a glimpse into their journey towards success in creative industries. Hear industrial designer, silversmith, graphic designer, curator and architect among others, including Collegian Ben Landau who says:
I use design research to analyse systems, and artistic methodologies to tamper with them. I construct experiences, objects and performances which are interactive or invite the audience to participate.
An information hub of universities including Australian National University, University of Canberra, Charles Sturt University, The Academy of Interactive Entertainment, and Whitehouse Institute of Design, will provide a chance to discuss relevant courses and pathways.
The winner of the Design Canberra Photographic Competition celebrating Canberra’s mid-century modernist architecture will also be announced.
Alison Jackson, Gold and silversmith/Designer
Ben Landau, Design Thinker (Melb)
Pete and Thea Bollington, Wood/furniture maker/shop
Zoe Brand, Jeweller
Erin Hinton. Architect, Lecturer
Rob Clode, Creative Director, Cre8tive
Kelli Cole, Curator, Glass worker
Rene Linssen, Industrial Designer
23 October 2017
Tamara Phelps, JS HPE Teacher
A beautiful Spring day for Y2 bike education
Tamara Phelps, JS HPE Teacher
Year 2 students were fortunate enough to participate in the first of three Bike Education lessons last Wednesday. It was a picture-perfect Spring day and the students had fun learning new skills, improving their bike safety knowledge and having fun riding with their peers. Thank you to parents for bring in and collecting your children’s bikes so promptly.
The next session will be held on Wednesday Week 6 then again on Wednesday Week 8. This would not have been possible without the backing and support from so many staff to ensure our students are kept safe and learn from this life skill.
25 October 2017
Andrew Herring, Fete Convenor 2017
Exciting new entertainment, volunteers still needed, please!
17 October 2017
Vicky Spencer, Director of Rowing
Thu 2 Nov at King O'Malley's
Come and join us for a night of fun at King O'Malleys with local produce, gin, wine and beer tasting. Bring your friends and have some fun while tasting the finest that Canberra and the surrounding region has to offer! There will be a silent and reverse auction held on the evening.
Date: Thursday 2 November 2017
Time: from 6:00 pm
Venue: King O'Malley's
131 City Walk, Canberra ACT 2601
Tickets: $30 plus $2.00 booking fee
24 October 2017
Tamara Phelps, JS HPE Teacher
Specialist sport instruction for Junior School students
By Tamara Phelps, JS PE Teacher
Last Friday, students in the Junior School participated in a new format of Sport.
Throughout this term, classes will be involved in a variety of sports run by specialist coaches. The sports include; Softball, Cricket, Touch, Volleyball, Tennis and Year 6 will be involved in an Outdoor Education Program.
Although the weather was less than optimal for the first session, feedback and participation was positive amongst the students. We hope our students embrace the opportunity to learn new sports and skills.
24 October 2017
OzTag Director, basketball and cricket results, senior netball trials and student achievement
New email address for the Radford Sports Department
If you have any enquiries in relation to Basketball, Cricket, Futsal, Oz Tag & Tennis please email email@example.com
Cocurricular Sports Fees notice
Now that we are in Week 3 of Term 4, if your child changes their mind regarding their chosen sport and would like to withdraw they will be charged for the full season.
OZTAG TECHNICAL DIRECTOR APPOINTED
Dearne (Dee) Marrapodi has been appointed as the Technical Director of OzTag, having played the sport at a national and international level.
Dee is an experienced Health and Physical Education teacher, who has led and taught within this field for fifteen years. An advocate of OzTag, Dee introduced the sport to the College, which commenced with one mixed OzTag team, and now features eleven teams in this year’s summer competition.
As the Technical Director, Dee will:
- oversee and work towards ensuring a consistent coaching approach that aligns with the College vision
- offer coaching support and mentoring
- work with coaches on targeted training initiatives
- ensure player conduct and commitment is commensurate with College expectations
- handle parental communications about coaching and player performance.
Marist 60 def. Radford Magic 43
Magic suffered its first loss for the season, going down to a strong Marist side 60-43 in a fast-paced game at Belconnen on 20 October.
The Magic started slowly, trailing 0-6 and 11-17 in first half, before rebounding to reduce the deficit to just two points (25-27) at half-time. The game was being played at a frenetic pace and both teams suffered regular turnovers as the players tried to move the ball quickly.
The match was decided in the first 5 minutes of the third quarter as Marist lifted its intensity with crisp passing, strong defence and accurate shooting, extending its lead to 20 points. From that point, Radford did not allow Marist to race away with the game, showing great character to keep fighting despite the deficit. The final margin of 17 points was not really indicative of the relative strengths of the team and the boys will learn from this game in preparation for next week.
Burgmann Flames 31 def. Radford Dazzle 23
Dazzle had a close-fought loss to their strong traditional rival, Burgmann Flames, at the AIS last Sunday, going down by just 8 points. The match was in the balance until well into the 4th quarter, which augurs well for the team's prospects this season. The girls are playing as a team and with great energy, so they are going to be well in most games right up until the last whistle.
Radford U13/1: 5/127 def. Eastlake 112
Well done, Radford Cricket Team
At last! When this team last won a match, Donald Trump was still just a businessman and Tony Abbott was Prime Minister!
The win was set up by a solid batting performance. Radford did not lose its first wicket until the score reached 96 as Nikhil Pilla (27), James Woods (18), Jake Smith-Gibson (31) and Joey Slater (10) all retired from their maximum 35 balls, enabling Jonty Probyn (12) and Clancy Probyn (9) to swing the bat late in the innings. In reply, Eastlake were always behind the run rate. Joey (2/16) took wickets with consecutive balls, well supported by the guile of Jake (2/8) and Clancy (1/7) and the pace of Nikhil (1/9) and all the other bowlers who maintained pressure on the Eastlake batsmen.
SENIOR NETBALL TRIALS
for winter 2018 (Gold & Silver)
Any students interested in playing Netball in the 2018 winter competition trials will be held on the following days & times, students must attend both trials. If you are not available to attend please notify the sports dept. on the following email address: firstname.lastname@example.org
- Thursday 9 November 3:45pm – 5:00pm
- Saturday 11 November 2:30pm – 4:30pm
Congratulations to the following students selected for the who have been selected in the ACT School Sports Under 12 teams to play in the National School Sports cricket carnival:
Boys team: Jake Smith-Gibson and Joey Slater
Girls team: Amber Smith-Gibson, Maddie Wheeldon & Wynter O’Regan
25 October 2017
Radford students receive awards at Embassy of the People's Republic of China
By Nelson Cary, Year 11
Every year, the ACT Branch of the Australia China Friendship Society presents Most Proficient and Achievement awards to students of Mandarin in schools and colleges across Canberra.
This year Jessica Zhang and I received the awards for Radford College, presented by Mr Yang Zhi, Minister Counsellor (Culture), Embassy of the People's Republic of China in Australia.
Jessica received the Most Proficient award while I was fortunate enough to receive the Achievement award.
As part of the awards we were invited, along with our families, to a delicious Chinese lunch organised by the Australia China Friendship Society where we met students and teachers of Mandarin from across Canberra.
It was great to hear stories from other students and teachers about their experiences in class and abroad.
25 October 2017
Claire Osborne, Collegians Communications Officer
Kindy goes in search of precious memories and finds many Collegians
By Claire Osborne, from the Collegians website: News & Events
As part of the unit of inquiry Where we are in place and time? Kindergarten students have begun by exploring the concept of memories, especially those that are precious and how they can share them.
To help explore this concept, the children visited the Radford Archives to find out about the memories of the school. Miss Katie Taylor (Archivist – Class of 2004) explained to them that the archives are the special place where the memories of the school are kept, so that we don’t forget them and so that we can pass these memories onto future generations.
Miss Taylor (Archivist) explored the archives to find some memories of Kindergarten Mums and Dads and other relatives who used to be students or staff at Radford College. As it turned out, lots of the children in Kindergarten have parents and family members that also went to, or have been staff at, Radford. In fact, there were 17 parents and family members and 7 staff parents and grandparents identified.
The Kindergarten students even saw photos of Miss Claire Taylor (Teacher – class of 2006), Mrs Nadia Sullivan (née Trewin, Teacher – Class of 1991) and Miss Cait Amosa (Teaching Assistant, Class of 1994) when they were students at Radford. The children loved seeing the old photos of all the people they knew and finding out that their teachers went to Radford as well!
The investigation included learning about storing old artefacts (such as Bishop Radford’s book of poetry).
The children asked some really interesting questions and wondered what kinds of things the archives looked after:
Why do we have an archive?
Who sends things to the archives?
What other places have an archive?
How do you take care of the things in the archives?
The children enjoyed seeing an original scale model of the school, and could identify the parts of the school that were there and the bits that were added later (including the ELC and Junior School).
The children even got to try on some of the original blazers, showing a Radford ‘R’, from before the crest had been designed. These were pretty funny as they looked like great big dressing gowns! There were also some excellent hats from past uniforms that they got to try on.
The Collegians Association is hoping to share more memories with collegians via the Collegians website.
Image: Zali Woollcombe (daughter of Collegian Lara Woollcombe) and William Holliday (nephew of Collegian Sara Driver), trying on some early Radford blazers
Spring clean for P&F Fete
Spring cleaning? Containers open for Fete donations Sat and Sun 11-3pm, behind Chapel. See Fete newsletters for details of donations needed.
Fete ride tickets and $10 hands
On sale now - full details of rides and ticketing.
Fri 27 Oct - Clothes swap/Anglicare donation
Clothes swap /Anglicare donations
Friday 27 Oct. Donors can choose an item to swap at lunchtime, collection bins near Chaplain's Office. Surplus donations to AngliCARE in support of marginalised people. Contact: Father Richard Browning
School Sports ACT
SSACT - website
School Sport ACT (SSACT) is the peak body for School Sport delivery in the ACT. SSACT actively promotes school sport for all ACT students through the support of regional, state and national representative opportunities and pathways.