Radford Bulletin Term 4, Week 4 – 1 November 2017
News & Articles
1 November 2017
An amazing RDA showcase, learning languages, and Saturday is Fete Day!
Radford Dance Academy Showcase
Last Saturday evening I attended one of my favourite Radford events of the year, the Radford Dance Academy (RDA) Showcase, which this year was titled, Dreams. Held for the first time at Llewellyn Hall, each of the performances was outstanding, reflecting hours of preparation and rehearsal. Students’ ages ranged from PK to Year 11 and the dance genres included jazz funk, classical ballet, lyrical, hip hop and tap. I must admit that I even had tears in my eyes throughout the finale!
Congratulations and thanks must go to our Director of the Movement, Ms Danielle White, who takes responsibility for the RDA, and all of the other dance instructors for the time, effort and commitment they have shown to their students over the course of 2017. Their patience and dedication are greatly appreciated.
I am looking forward to seeing a large turnout of Radford families, friends and relatives (and anyone else you can convince to come along) at the Fete on Saturday. In my view, it is a fantastic day, providing a great deal of fun for both the young and old. This year’s fete will be offering a large selection of food options, a great range of amusement rides, trash and treasure, second hand uniform and even a car display for the auto enthusiasts. While it is great that this event raises money for the Parents and Friends Association, who in turn support the College in a variety of ways, for me it is wonderful to just get the College community together for a fun-filled event. I hope to see you there!
Learning Languages in Australia
Some months ago, I was invited by the Chinese government to be a keynote speaker at a conference in Beijing for approximately 1500 Chinese and French Principals and educational administrators, entitled the France-China Basic Education Forum. The conference, which was held at the Beijing International Studies University (affiliated with our sister school in Beijing), took place earlier this week, and I flew up over the weekend to deliver my address.
I was asked to talk about the learning of languages in the context of what happens at Radford College and more broadly, in Australian schools. I started my presentation by contrasting the difference between our countries, particularly in relation to population size and the fact that our students are educated in a very monolingual country, geographically isolated from other countries, and where there is not the same sense of urgency to learn another language as is evident in China and many European countries.
I then proceeded to talk about the languages studied by Australian students and the drop-off in student numbers studying a LOTE subject beyond Year 8 level, which is usually the final level of compulsory LOTE learning in most Australian schools.
So, what are the language subjects being studied by Australian students? Data pertaining to student participation in languages other than English in Australia is limited, and only 67 reports on language teaching have been published in the literature over the past two decades. The most recent national collection of LOTE student participation data was published in 2007, for the year 2006, in response to a national inquiry commissioned by the Department of Education, Employment and Workplace.
The 2006 data collection formed part of a research project authored by the Research Unit for Multilingual and Cross-Cultural Communication. This data represented 21 to 23 of the 24 education jurisdictions in Australia, estimating the prevalence of 350 spoken languages in Australia, with 133, including 50 indigenous languages, taught in formal educational settings.
Though 133 languages appear to be a significant dispersion of effort, it needs to be considered that 97 percent of students study only one of 10 languages. Of the 1,401,550 language students in schools, Japanese and Italian language study comprised 47 per cent. This increased to 77 percent when French and Indonesian were included, and with the addition of German and Chinese, these figures accounted for 91% of all language students.
The graph below shows the breakdown of student studying language as per the 2006 data.
In 2013, the NSW Board of Studies carried out a Review of Languages Education in NSW. The reference paper drew on 2012 student participation data across both public and independent schools.
The number of students studying languages in NSW at Years 9-10 was 11,040. Only 10% of students undertook a language in Years 11-12, undertaking beginner, continuing, extension, heritage and background speaker. The most popular courses undertaken were: French Continuers, Chinese background, French Beginners and Japanese Continuers.
The data from the review suggested that geographical difference impacted the participation in languages studies. HSC students in the eastern part of Sydney were more than twice as likely to be studying a language as a student from the western parts of Sydney, and around four times more likely than a student from a rural area in NSW. Also, the gender difference in language study is significant in Australia. Among Year 12 language students Australian-wide in 2005, 63 per cent were female and 37 percent were male.
As previously detailed, there is a marked drop-off in student participation rates in Year 9, when languages cease to be compulsory. This is clearly shown by the graph below taken from the Research Unit for Multilingual and Cross-Cultural Communication (RUMACCCC, 2007).
Community language schools, or after school hour programs in Australia have been relatively successful. The provision of language programs as supplementary to school programs were initiated by the 1987 National Policy on Languages. There are a number of government-run specialist language schools that offer out-of-hours, face-to-face and distance mode teaching to thousands of students, through the Saturday school of community languages in New South Wales. Other significant programs include the Darwin Language Centre in the Northern Territory, the School of Languages in South Australia and the Victorian School of Languages (VSL). The VSL is the largest of these, offering 46 languages to nearly 15,000 students. A significant number of Radford students are currently enrolled in an after-hours Language School.
The enrolment data from these community schools (refer below) demonstrates positive growth throughout secondary education, particularly at elective points of Year 9 and 11 in most schools.
In terms of language curriculum, we teach the Australian curriculum from Kindergarten through to Year 12, and as an alternative in the senior years, we will hopefully offer the International Baccalaureate Diploma Program (IB DP) from 2019. IB Primary Years Programme (IB PYP) in the Junior School, which is a pedagogical approach rather than a formalised curriculum, also requires the learning of a second language. We now teach Spanish in the Junior School and Chinese (Mandarin), Japanese and French all the way through the secondary school. It is envisaged that we will teach Spanish ab initio (students new to the language) as part of the IB DP.
The Australian Curriculum has been rolled out over the past 10 years and has provided the opportunity for jurisdictions, school leaders and teachers to form a distinct discourse concerned with establishing a national languages curriculum for all students. This discourse focuses on the interrelationship of language, culture, and learning.
The Australian Curriculum recognises the specificity of different languages as they relate to different structures, systems, scripts, cultures, and histories. Furthermore, the curriculum structure recognises the diversity of language learners including second language learners, background language learners and first language learners.
Within the curriculum there are two major strands:
Communicating – that is using language for communicative purposes in interpreting, creating and exchanging meaning
Understanding - analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.
With IB DP as our proposed alternative curriculum stream in the senior years, and IB PYP being the pedagogical approach in the Junior School, it is also important we know how the International Baccalaureate Organisation (IBO) views the learning of other languages. The IBO highly values language and multi-literacies for all learners, and supports the ability of students to communicate in a variety of modes in more than one language. Languages in the IB are central to developing critical thinking, which is essential for the cultivation of intercultural awareness, international-mindedness, and global citizenship.
In PYP schools, students are expected to learn more than one language from the age of 7 years of age. For us, the DP will be taught primarily in the mother tongue of English. Language courses will be offered in two of the subject groups: Group 1—studies in language and literature (Mother tongue) and Group 2—modern language acquisition subjects. We expect to offer Chinese, Japanese and French, as well as Spanish ab initio, as previously detailed, as Group 2 subjects.
In my presentation, I detailed that there are many benefits in learning a language other than English. I put them down to belonging to one of two categories: cognitive and personal benefits or cultural and economic benefits. The benefits were detailed as follows:
Cognitive and personal benefits
- Improves your first language – allows students to focus on the rules and structures of language.
- Brain growth – research has shown the incredible psychological benefits of learning a second language.
- Stave off dementia – research has shown that bilinguals delay Alzheimer’s disease.
- Hear language better – people who learn a second language are more sensitive to the difference between languages.
- Boosts your memory and makes you more able to multi-skill.
- Increased attention – bilinguals have stronger control over their attention and are better able to limit distractions.
Cultural and economic benefits
- Allows students to explore and better understand another culture.
- Cross-cultural networking.
- New ways of seeing things.
- Truly international.
- Increased employability.
The final part of my keynote focussed on the issues we are currently experiencing in relation to the teaching of languages other than English (LOTE) and the things that can be done to address these problems.
The issues detailed included:
- Declining enrolments – today about 10% of students studying Year 12 take a second language as one of their subjects, whereas in the 1960s it was closer to 50%. Retention rates are much higher, but this is not a good trend.
- Geographical isolation means that students and many parents, do not see the need to continue with a second language.
- The difficulty in acquiring good teachers – particularly the Asian languages
- Mixed views from parents about what is the most important language to learn. Therefore, we need to offer a wide variety of choice and this becomes very expensive.
- Conservative pedagogical approach which causes students to be turned off about the learning of languages.
- Scripted languages very difficult for younger students to learn.
What can be done to address these issues?
- Exchange Programs - established highly successful exchange programs with schools in China, Japan and France. Continue to work these programs, ensuring we have close connections with the schools.
- Apprenticeship Language – moved from Chinese to Spanish in the Junior School to give younger students a taste of being successful in the learning of languages. Don’t want to kill off their love of learning languages.
- Introduced the IB DP - there is now a reason why students need to continue their languages. Some will continue because they might choose the IB DP.
- Information sessions for parents – brought in a guest speaker who promoted the benefits of learning a second language.
- Partnership with universities – encouraged universities to give those students who have done a second language at Year 12, bonus entry points
- Co-curricular language classes.
- Professional Learning for Teachers – improved pedagogy, use of IT etc.
- Perhaps increase the compulsory years for language learning?
Overall, the conference was very worthwhile, and I was delighted to be a guest of the Chinese government. It was clear from both the Chinese and French educators in attendance that they view the learning of least one other language as being an integral part of receiving a good education. I believe there is much we can learn from other countries about the learning of other languages.
30 October 2017
Rev. Erin Tuineau, Chaplain
Exploring the role of sadness in our lives, and talking to God through prayer
There is this lovely section in the movie Inside Out where the personification of ‘Joy’ realizes that she needs to stop trying to keep ‘Sadness’ away from touching the experiences of the young girl Riley, of whom they live inside.
‘Joy’ had thought she was doing the right thing, keeping ‘Sadness’ out of the way, in an effort to help Riley become more positive about her new life in a new city with new friends.
However, by the end of the movie we learn the only way that Riley can break out of her spiral of negativity is to feel the sadness of having left behind a home and community of people that she loved.
Once she is able to let this sadness be expressed through tears, then something extraordinary happens. Riley is able to cope with all the challenges that her new life presents to her, and to do so with a spirit of courage and hope. It is almost ironic that Riley’s experience of sadness is what frees her from her negativity.
I know it is preferable to see the ‘glass half full’ rather than ‘half empty’, but sometimes I think what we need to do is see our glass, ourselves, our life, as both full and empty, because it usually is a bit of both. And as a person of faith I find it helpful if our prayer lives are based on this reality too. As kids we are often taught in the church to give thanks to God first, then prayer for others, and then lastly to pray for ourselves. I am not sure about anyone else, but I am not good at this and I find it incredibly hard to do! I am human, so naturally I want to pray for myself first. I used to feel guilty about this but then I realized that there was a wonderful pattern that started to emerge. When we offer up to God all of our burdens, our complaints, our stresses and our pain, it is like our minds and hearts become freed up and we are then able to see the rainbow amongst the clouds as it were, and that is when we can genuinely give thanks for the unexpected gifts God has placed in our lives.
And then I find the next step is we move to a place of deep compassion for others and we allow God to bring to our mind those that need help, and then we find ourselves genuinely asking that God comforts and heals those who are suffering hardship. I think you might have picked up that the pattern that emerges when you turn around what the church has often taught us about prayer, is that of a genuine prayer life. We stop forcing ourselves to tell God what we think God wants to hear, and in the order that we think God wants to hear it, and that means we start having a conversation with God about what is really going on our lives and others. I am sure God is relieved when this happens!
I will end by saying that when you are struggling to come up with your own genuine prayers, Michael Leunig has a great selection of prayer books that are accessible to anyone, no matter if they have a faith background or not. And his prayers are so deeply real and honest that you will yourself going back to them over and over again to sustain your prayer life.
Here is one of my favourites that I have used over the years:
God help us to live slowly
To move simply:
To look softly:
To allow emptiness:
To let the heart create for us.
1 November 2017
Camp challenges and Round Square adventures
DATES to REMEMBER
Thurs 2 Nov
Year 3 Strings Concert
Sat 4 Nov
Radford Twilight Fete
Mon 6 Nov
PK 2018 Orientation Morning
Tues 7 Nov
Year 3 2018 Parent Social Gathering
Wed 8 Nov
PK 2018 Orientation Morning
I commence this week’s message with a sincere thank you to all the staff involved in our recent Year 3 and Year 5 Camps. Year 5 spent the last week of Term 3 in the Southern Highlands, working on their adventure collaboration skills, enjoying some warm sunshine while abseiling, biking, tenting, and so much more. Our Year 3 teams spent a night at the Cotter where they too enjoyed biking, tenting and collaboration challenges, tempered by rain.
As always, we champion and highlight our wonderful girls and boys as they challenge themselves at these times. I send a small but sincere thanks today to our lovely staff who make these moments of growth and memories come to life.
Last week provided us with that next step toward 2018 as we welcomed our PreKindergarten and Kindergarten 2018 parents to view their child's classrooms and get to know the other families they will be journeying with. Our two evenings also provided our families with an opportunity to get to know some of our Junior School staff members as we strive to personalise this transition.
The Junior School Round Square activities and exchanges are growing each year. Exchanges give us the opportunity to live some of our PYP Learner Profile Attributes as we visit and attend school at other schools across Australia. Currently we have four intrepid Year 6 students on exchange in Bunbury WA. To add to this photo our school received lovely correspondence from a Qantas passenger highlighting the character traits displayed by our students on their trip over. Later this year we have a small group of Year 6 students attending a conference in Malaysia.
As we move into Week 4 of our final term, our classes are heavily involved in the their final Units of Inquiry (having 6 Units means we work to the end!). As such, I am constantly reminded of the wide range of learning that occurs across our eight year levels each day.I look forward to sharing some of these learning moments if you manage to pop into the BBQ/sausage sizzle at the Fete this weekend.
I finish this week’s message with our fortnightly staff “shout outs” from last week’s celebrations. Congratulations to:
Excursion on Friday
Kindness and Principled
1 November 2017
Whooping cough and chicken pox cases reported
The College has had reported one case of Whooping Cough (Pertussis) in an OSHC child, and three cases of Chicken Pox (Varicella Zoster) in students in Years 3, 8 and 10.
Please be aware that these are notifiable diseases, and keep your children away from school. Fact sheets are attached below, but please contact your doctor or ACT Health on 6205 2155 for more information or advice.
ACT Health: Pertussis/Whooping cough fact sheet
- Children (or Adults) with coughing symptoms should be reviewed by their GP. The GP should be informed that a person with whooping cough/pertussis has been diagnosed at the College and request a nose swab test. This is most accurate in the first 4 weeks of coughing. There is no need to have your child tested if they do not have a cough.
- If your Doctor diagnoses Whooping cough, please inform the College and keep your child at home until they have taken 5 days of antibiotics. Keep coughing children away from babies.
- Whooping cough vaccines give good protection against infection but immunity fades. Parents and grandparents can be given a booster dose of dTpa to help protect young babies.
Varicella Zoster/Chicken Pox
ACT Health: Varicella Zoster/Chickenpox fact sheet.
- 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.
1 November 2017
Four Year 9 students have won awards in the ACT Division of the National History Challenge.
Sarah Gan, Jiani Yang and Christina Gao won Certificates of Commendation for their artefact boxes on either World War I or the Industrial Revolution, which were completed in class.
Claire Huang won the overall ACT Year 9 Prize, receiving a medallion and a prize at the ceremony, which was held at the Museum of Australian Democracy at Old Parliament House on 26 October. Claire’s winning entry, an essay completed in her own time, impressed judges with her insight into the nature of the Enlightenment.
31 October 2017
By Becky Sargent, Year 12
An exciting and rewarding field trip
By Becky Sargent, Year 12
On the 23 October, the Year 11 and 12 Earth and Environmental Science class left for the highly anticipated overnight excursion to Tathra accompanied by Mrs Cashmere and Mr Robards.
After four hours of travelling by bus, we reached our destination and were given a kayaking lesson before proceeding down the Bega river to the river mouth. Our kayaking skills were put to the test, along with our ability to note down observations of surrounding environmental processes whilst simultaneously steering the kayaks. Each student took a water sample at a different point along the river so we could later conduct a salinity test to observe the influence of ocean water proximity to river salinity. A stroll to the beach in the afternoon led to unexpected, and very exciting, whale sightings.
The following morning commenced with a lesson on the beach about wave formation and a hike around the headland where we observed the coastal ecosystems. A mother and baby humpback whale came within a few metres of the group whilst we were on Tathra wharf, which was one of the most memorable experiences of the trip. Students then braved the chilly water and went snorkelling at Kianniny Bay to further observe and understand how energy flows through the Earth’s spheres.
The return bus trip was filled with a mixture of sleeping, studying for exams, eating delicious bakery food and reminiscing over experiences from the trip. The excursion provided the students with real-life examples of the theory learnt in class and was a highlight of 2017.
Students were asked to reflect on their excursion experiences:
“It feels good having a deeper understanding of how our natural world works and the driving forces that shape the environment around us.”
Harry Crawford, Year 12
“By learning all of the theory over the last two years of EES, I was able to apply my knowledge… to my surroundings.”
Alexander Wanjura, Year 12
“It was rewarding to be able to visualise the theories discussed during lessons.”
Bella Antelmi, Year 12
31 October 2017
A warm "bienvenue" from a French family
By Amy Theakston, LOTE student
Before meeting my exchange Zoe, I had only “spoken” to her via email a few times. I had a photo of her and her family, but apart from that she was just a mysterious stranger. I was tremendously nervous on the bus ride to Le Mans. I sat at the front and revised my French verbs and other vocabulary I would need. We arrived in Le Mans. The bus door opened and I could see a vast crowd of excited French exchanges but I froze. I was going to be spending an entire week with a family I didn't know at all. I turned around to look at my peers and they too had frozen with fear. I gathered enough courage to walk off the bus. ‘Zoe?’ I nervously uttered. And then a girl with long brown hair greeted me with a smile. And that was it. I was whisked away quicker than I could say ‘au revoir’ to my friends.
The home stay experience for me was brilliant. As soon as I walked into the doors of Zoe's home I was welcomed with so much love I felt like it was my own home. Her entire family were kind and patient as I struggled to remember any of the French I had learnt over the past three years.
The most significant example of feeling part of Zoe's family was one moment I had with her little brother Charlie. In the French culture close friends and family greet each other by kissing on both cheeks. So to my surprise one afternoon in the middle of the home stay, Charlie at the age of seven welcomed me home from school with a kiss on both cheeks. This completely warmed my heart, because by greeting me with kisses made me feel like I belonged there.
As a whole, the French Exchange Tour was an incredible experience. I have made so many memories, met new friends and finally I feel that the French language isn't as scary as I initially thought it was.
31 October 2017
Alison Steven, Michael Crawford, Jo-Anne Flatley-Allen and pre-service teacher, Mr Smith
Students practise their business skills
By Alison Steven HOD SOSE, Michael Crawford, Jo-Anne Flatley-Allen and pre-service teacher, Matthew Smith
[$20 Boss is an immersive entrepreneurship program for secondary school students. Students are provided $20 of start-up capital to create, launch and operate their venture over the course of a school term. The program was developed by Foundation for Young Australians and sponsored by NAB.]
The first two weeks of Term 4 saw a hive of activity in the main quad at lunchtime. Our three classes of Year 9 International Commerce students set up a trading square to sell their products to the school community.
Prior to the term break, each class established business groups, with individuals each taking on the specific role of Project Manager, Financial Manager, Marketing Manager or Operations Manager. The groups had to work together to submit a detailed business plan before trading commenced. The focus of the project was People, Place & Profit, with the students encouraged to consider how their businesses would positively impact society and the environment, whilst being financially successful.
Offering trading over the two-week period enabled the students to adapt their businesses to market conditions on a daily basis. The groups were charged rent and their profits have been taxed at the small business rate. Each class is excited to choose a charitable organization for their rent and taxes to be donated. We congratulate our young entrepreneurs on their dedication to this venture and the enthusiasm and creativity in which they embraced it. Our students have been able to reflect on the experience, noting it was much harder work than expected, albeit, ultimately, very rewarding.
We know there were many teachers, parents and carers who supported the students with this initiative and we thank you for your involvement. We also thank the Foundation for Young Australians and National Australia Bank which established the program and loaned the students their start-up capital.
31 October 2017
Claire Melloy, Director of Student Develoment
SchoolTV tips to help parents help students
From: Claire Melloy, Director of Student Development
Whether it is starting school for the first time, moving up to a higher grade or embarking on a journey through secondary school, there is no doubt that any school transition is a very exciting time for children and parents. It means your children are growing up!
However, transitioning is an ongoing process. It can continue long after students have entered their new environment and they may encounter difficulties at a number of different stages. These stressors may appear as anxiety and frustration, and result in negative or disruptive behaviours. Such behaviours can become problematic making the transitioning process even more difficult for children and parents.
In this edition of SchoolTV, parents will learn practical strategies to assist your child during the transition process and reduce stress and anxiety levels.
If you have any concerns about your child, please contact firstname.lastname@example.org or Claire Melloy, Director of Student Development for further information.
1 November 2017
How can we harness children’s curiosity?
By Ellie Ellis, Junior School Wellbeing Team
As the term progresses our Junior School focus has moved from the character strength of kindness to that of curiosity. During Weeks 3 and 4, our spotlight on curiosity has encouraged teachers and students alike to practise, explore and celebrate this habit of mind. In addition to being a character strength, curiosity is also one of the PYP attitudes and is therefore already placed at the forefront of learning experiences.
The VIA Institute of Character positions curiosity in the virtue category of Wisdom, encompassing cognitive strengths that involve the acquisition and use of knowledge. According to the Institute, “there are two key components to curious individuals: they are interested in exploring new ideas, activities and experiences, and they also have a strong desire to increase their own personal knowledge.”
So, why be curious?
At a recent workshop exploring curiosity in the inquiry classroom, Kath Murdoch spoke about the joy and power of curiosity. She suggested that people who show ardent curiosity prior to, and during, a learning experience have far greater learning retention. Furthermore, studies have shown that curiosity is associated with improved mental capabilities and problem solving skills, positive social relationships and greater sense of purpose.
At the Grit and Imagination Summit, 2016, Susan Engel spoke about the insatiable and overpowering need for knowledge that is innate for so many children. Research has shown toddlers and pre-schoolers at home often ask between 27 and 107 questions per hour – for some children, that is more than two questions per minute! This curiosity is their primary disposition for sense making and is a powerful tool for gaining knowledge. However throughout schooling this inclination to regularly question often dwindles, not through diminishing curiosity but rather through environment. Inquiry teaching allows space for curiosity in the classroom, seeking to create opportunities for this innate habit of mind to flourish.
Ideas and activities families may consider for cultivating curiosity:
- Follow your child’s lead and encourage natural interests. Curiosity is piqued through learning opportunities which capture a child’s attention and imagination.
- Provide your child with experiences which make them curious. Find simple things in everyday life which can illicit the desire to find out more. Activating the senses is often an effective way to stimulate curiosity.
- Encourage your child to ask questions and don’t always immediately provide the answers! Prior to offering explanation, consider first asking ‘What do you think?’ to provoke deeper thinking.
- Ask questions of your child to encourage a sense of wonder, such as: ‘What makes you say that?’, ‘Might there be another way of looking at that?’ and ‘How can you be sure?’.
- Find information and answers to questions together by inviting your child to investigate with you. You may do this through hands on exploration and discovery, inquiry, research or by asking an ‘expert’ in the field. This may be as simple as asking friends and family who have first hand experience!
- Involve your child in solving problems. The simple question ‘what can we do to solve this problem?’ often creates rich and authentic opportunities for curiosity.
- Notice when your child is trying to find something out and encourage this quest for knowledge.
- Allow time for curiosity. Leave pauses in conversations to give your child time to ponder, encourage your child to explore and permit him/her the opportunity to feel a sense of flow in learning.
- Lead by example – be curious and show it! Curious adults help to nurture curious children. Share with your child what you are curious about in your day to day world. Share your wonderings, what you are awestruck by and what fascinates you. Show your child the everyday ways you put your curious mind to work.
“I have no special talent; I am only passionately curious.”
- Csikszentmihalyi, M. (2009) Flow: The Psychology of Optimal Experience, New York: Harper Collins
- Engel, S. (2015) Hungry Minds: The Origins of Curiosity in Childhood, Boston: Harvard University Press
- Murdoch, K. (2015) The Power of Inquiry, Northcoate, Vic.: Seastar Education.
31 October 2017
Justice Georgopoulos and Naomi Forster, Year 9
Year 9 students create Ephemeral Art on a rural property
By Justice Georgopoulos and Naomi Forster, Year 9
On 20 October, Year 9 Visual Art class went on an excursion to Camp Hill, a farm outside of Bungendore. It was a thrilling experience rediscovering our ‘childish’ creativity, which is so often lost. The 23 students had great fun applying their knowledge of Land art and Ephemeral art in practice.
Students used sticks, rocks, bones, leaves, water and plants to create everything from miniature forms to giant structures, taller than the students. A student described the experience as “inspiring and refreshing”.
Many creative products were produced. All these art works had a meaning and represented something beautiful and well thought-out. We worked with great enthusiasm to make the most of the time on the property. We looked at each other’s finished work spread across the property and all explained the ideas and concepts to the class, our teacher Ms Poland and Ms Davy, the owner of the farm.
The group work created by Justice, Isabella, Georgia and Naomi was a small “village” made from sticks, leaves, feathers, flowers, bones and bark. All these materials were gathered. The work created a narrative that developed during the creative process and through collaboration. We made a circle of sticks and inside the circle we made four tipi-type structures, one for each person. Strong sticks and bark were used to construct the tipi forms and leaves were used at the entrance. Orange bark sticks and bones arranged with flowers and leaves were also used. Justice suggested the idea of using the bones, flowers and leaves together represented death changing to life and rebirth. This reinforced the idea of beauty of death and life. The idea was that the village lives in harmony within the protective barrier that the circle of sticks creates. We described the bones as heirlooms passed down from previous generations. The people that reside in the village are in love with life and accept death as a peaceful offering. When their time comes to die they accept it gratefully, embracing the fact that they will enter another life. The students confirmed they embraced their inner child and created an ephemeral artwork with a strong narrative, inspired by the natural world expressing concepts, ideas and beauty.
Reflections on the day:
‘The day was a good chance to explore the art of nature.’ Lisa Xing
‘It was interesting to explore the endless possibilities that nature provides.’ Tilly Stanier
“All students were very engaged and focussed, creatively working in a way that is not possible on campus. They clearly applied their research and responded to the site. I was so impressed with their effort, collaboration and final works’ Ms Poland
A classmate stated that our artwork was ‘unique and meaningful.’ Olivia Lloyd
“I thought what we made was something special, it required blood, sweat and tears to produce the beauty of the sculpture. Our group took inspiration from the world-renowned sculptor Andy Goldsworthy”….
”The specific location for our sculpture was carefully chosen so that the artwork could be seen from all around. It was located on the flat area of a hill.” Sam Sharma
“We were very proud of our work and were happy to share what we made with the rest of the class and Ms Poland” Bianca Guina
The class thoroughly enjoyed the hands-on experience and gained new knowledge about ephemeral art, which is part of the semester unit that focussed on nature.
Thank you to Kate Davey, a great supporter of the Arts, for the invitation to work on her property for the day. Thank you also to our bus driver, Mr Price, and of course, Ms Poland, for organising the amazing inaugural Ephemeral Art trip. Students valued having fun building artwork and developing ideas in a different environment while working collaboratively.
A publication is in progress titled Art and Nature that documents the works and the process of creating. The effect of time on the works is continuing to be photographed by Halle, on whose farm the works were created, so they can add to the digital publication until the end of year, or may be longer?
1 November 2017
Premiership-winning AFLW coach Bec Goddard’s diverse, inclusive and active life is an inspiration
By George Huitker, Head of Service Learning
You know you have made it when they are creating a bobblehead figurine in your image.
When Adelaide Crows' 2017 AFLW premiership-winning coach Bec Goddard (Class of 1996) returned to visit Radford College, the first time since graduating, she brought with her a wealth of inspirational stories from her time at school and beyond its walls (as well as some more obscure trivia about Crows-related merchandise, which will see this supporter/collector eagerly awaiting the arrival of Bec the Bobblehead).
It was an honour to show Bec around the school, with so much having changed since she was House Captain (Acacia) in her final year. Our two-hour amble included many impromptu chats with staff and students, and even the kicking of a footy on the oval at lunchtime with some draft hopefuls. It was moving to hear her speak about her full and rich life of which football, family, work and play are such integral parts, and it was reassuring that she has maintained her musical interests (she played in a rock band whilst at Radford and displayed her skills when she serenaded her players with Simply the Best after they won the inaugural trophy).
Some highlights from Bec's visit included her delight in finding herself on a 1996 House Captains photo down at the Sports Centre; a visit to Mrs Emily Campbell's Year 3 classroom (the students asked sensational questions and were equally impressed by Bec's achievements as a police officer and her prestige as an AFL coach); and the sharing of a morning tea with staff, discussing footy and the ABC Heroes series, in which she features prominently.
Bec Goddard is a wonderful role model for our students in leading such a diverse, inclusive and active life: leader, coach, musician, mentor, motivational speaker, police officer, journalist, student of languages (with a degree in Farsi) and AFL Woman of the Year. It was great having her back. We wish her and her players all the best as they go for back-to-back glory in the rapidly approaching season.
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1 November 2017
Cocurricular Sports Fee, Netball and Football trials, Basketball, Cricket, student achievements
New email address for the Radford sports department
For queries in relation to Basketball, Cricket, Futsal, OzTag & Tennis, please email email@example.com
Cocurricular Sports Fees notice
From this week, Week 4 of Term 4, full season fees will be charged if your child changes their mind and withdraws from their chosen sport. Students should make contact with the relevant Technical Director to inform them of their decision to withdraw:
Senior Netball trials for winter 2018 (Gold & Silver)
Trials will be held for teams competing in the 2018 winter Netball competition. Interested students must attend both trials. If you are not available on one of the following days, please notify the Sports Department. firstname.lastname@example.org
• Thursday 9 November 3.45–5.00 pm
• Saturday 11 November 2.30–4.30 pm
First XI Boys and Girls Football trials for winter 2018
Trials will be held for the First XI Boys and Girls teams to compete in the 2018 winter Football competition. Interested students must attend both trials. If you are not available on one of the following days, please notify the Sports Department.
• Wednesday 22 November 3.45–5.00 pm
• Wednesday 29 November 3.45–5.00 pm
Under 14 Div 1 Boys – 27 October: Radford Magic 95 def. Belconnen Ramblers 18
Radford Magic showed how quickly it is developing as a versatile team of all-rounders with a strong win over the Belconnen Ramblers. The Magic quickly went to a 12–0 lead in the first few minutes and used its mix of height, speed and accurate shooting – especially close to the basket – to maintain the pressure throughout the game. All players found the basket and enjoyed plenty of game time, which will be critical come finals time. The team is relishing coach Mel Steel-Hicks' focus on every player doing his job when on the floor, rather than a few stars dominating the game.
Under 16 Div 3 Girls – 29 October: Radford Dazzle 22 def. Tuggeranong Southern Cross 17
Radford Dazzle had its second win for the season at the AIS in a closely fought tussle with Tuggeranong Southern Cross. Radford had the better of the first half, leading 12-2 at half time, but a Tuggeranong comeback in the third quarter reduced the Dazzle's lead to five points at the last change. The final quarter was tight but the Dazzle did not allow Tuggeranong to make up ground and won by five points. Well done to the girls for another solid team effort.
Grand Final Year 3/4 Basketball Jamie Pearlman & Sue Geh Cup
Congratulations to the Year 3/4 students that participated in the Year 3/4 Jamie Pearlman & Sue Geh Cup Grand Final games on Wednesday 1 November at Belconnen Basketball Stadium. The day started off with the Jamie Pearlman team up against the team from St Clare of Assisi. Both battled hard but, unfortunately, the boys went down 22–7. The girls team played a tight game against the team from Holy Family but were defeated, final score 16–7. Thank you to Steve Shaw & Ian Ellis for coaching our teams at that event.
Under 13 Div 1 – 28 October: Radford 46 (all out) lost to North's Blue 5/143
After consecutive wins, the Radford U13 Div 1 Cricket team learnt the importance of concentration and discipline in a big loss to North's Blue at Radford. James Woods, Clancy Probyn, Jake Smith Gibson, Joey Slater, Nikhil Pilla, Jonty Probyn and Patrick Walker all built good starts but could not convert. Despite some inconsistent bowling, Joey and Nikhil bowled a tight and threatening opening spell and keeper Gen Casarotto showed his versatility with four accurate overs of off-spin. Joey's low, diving catch late in the game, which drew applause from opposition players and spectators, showed the commitment needed at Div 1 level.
Congratulations to the following students who have been selected in the ACT School Sport Football teams:
Congratulations to the following students who have been selected in the ACT School Sport Golf team:
Congratulations to the following students who have been selected in the ACT School Sport Hockey teams:
Congratulations to the following students who have been selected in the ACT School Sport Swimming team:
Congratulations to the following students who have been selected in the ACT School Sport Touch Football teams:
1 November 2017
Vicki Spencer, Director of Rowing
Radford rowing crews made a promising start to the season
By Vicki Spencer, Director of Rowing
The Paddler Boys crew of Christopher Bush, James Dixon, Darcy Wiseman, William Gregory and Liam Kenneally had a great start to the season competing in the D Grade men’s quad scull. Lining up in the heat against more experienced and older crews, the boys finished a creditable third and qualified for the B Final. After a quick rest at Weston Park, the crew jumped back in the boat and finished second in the final. This was a pleasing effort, especially considering the crew was racing in a higher grade due to a lack of entries in the E Grade race, and a promising sign for the races to come! Keep up the good work.
The Paddler Girls squad also raced extremely well with one crew entering the E Grade Women’s quad scull. After winning their heat, the crew earned itself a spot in the A Final. While the girls came second behind a more experienced crew, their silver medal also indicates promise for the future.
The Senior Boys, who were placed in the men’s A–B Grade quad sculls race, also had a successful day finishing second and fifth in their A Final. The women’s A–B Grade quad scull finished third and fourth behind two strong crews from Daramalan and ANU. All four teams are to be congratulated for their close racing and finishing with respectable results.
The Intermediate Girls provided some exciting racing with Lissie Gregory, Jacinta Davies, Ashley Fernandez and Niamh Pascoe, spurred on by cox Spencer Burns, rowing through two crews in the last 500 metres to finish third in the A Final. With the assistance of Tilly Stanier, Alex Jarratt and cox Natasha Lee jumping into a Senior scratch crew, novices Thea Buckman and Lily Smith-Saarinen did mighty well on their first hit out, finishing third in their B Final.
Moving on to the men’s E Grade single scull, Sam Roberts stormed to the finish line an impressive 23 seconds ahead of the rest of the field. This was followed by Hannah Vardy finishing in fourth place against much older competitors. Both Junior athletes should be proud of their performances in the challenging single sculls.
The Senior Boys double consisting of Alex Howitt and Josh Everett gained some valuable racing experience and came fourth in their division. The boys raced well and should take the experience they gained into the quad later on in the season.
A further two crews entered the men’s D Grade quad scull division: the Junior Boys won the A Final in an impressively fast time followed by a close third place from the Paddler Boys crew. We are excited to watch these squads progress this season and future seasons to come.
Finally, the Junior Girls quad entered the D Grade division, edging out rivals Canberra Girls Grammar to clinch a place in the A Final, in which they finished in fifth place.
This solid performance provides the club with a strong platform on which they will be able to build as the season progresses.
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
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.
1 November 2017
Jane Lilley, Tutor, SOSE
Join the Radford peloton, Friday 10 November
Our last Ride2School for 2017 will take place on Friday 10 November. We once again invite all Year 3–12 students to join other Radford students and staff to ride their bikes to school. We welcome all interested and capable bike-riding children to take part. Our RAS team with will be cooking pancakes at the Pavilion for riders who have worked up an appetite. We have arranged for teachers to meet bike riders at a variety of meeting points. Please go through the following conditions and expectations with your child:
- A fitted helmet and well maintained bike with pumped tyres are essential.
- Please arrive at departure point 10 minutes before departure.
- It is the responsibility of the parent to ensure that their child arrives to the meeting place punctually. Should the group depart before you arrive, it is the parent's responsibility to ensure their child arrives safely to school.
- All students will be expected to stay with the group and follow the road rules and instructions provided by Radford staff.
- Due to various co-curricular commitments, the return ride will not be accompanied by staff. This will be the responsibility of each family to arrange with their child.
- In the case of wet weather, drizzle, rain or lightning, the ride will be cancelled and a notification will be added to the Announcements page of Radford Online.
- Children in PK–Yr 2 may participate in the ride if they are accompanied by a parent/adult carer. The same applies for less confident riders in years 3–6.
- Asthmatics must carry their own puffer with them in their bag.
Meeting places, departure times and staff for Friday are as follows:
ARANDA: Meet at the underpass on Bandjalong Cres for a 7.50 am departure
HAWKER: Meet at KFC car park for a 7.30 am departure
COOK: Meet on the Redfern St cycle path (nearest intersection is Allman St) for a 7.40 am departure
KALEEN: Meet at the cycle path on the corner of Alberga and Cataract streets for a 7.50 am departure
GIRALANG: Meet on the cycle path on Chuculba Cres (parallel to Baldwin Dr) for a 7.40 am departure
O'CONNOR: Meet at Dryandra St cycle path, at the bottom of O'Connor Ridge, near driveway of old Canberra Motor Inn, for a 7.45 am departure
BRUCE: Meet on the footpath out the front of Café Momo for an 8 am departure
For any further queries, please contact Jane Lilley.
1 November 2017
Andrew Herring, Fete Convenor
FETE QUICK GUIDE – Fete is this Saturday, 4 November, starting at 3pm!
FETE QUICK GUIDE
Fete Convenor: Andrew Herring email@example.com
Volunteer: go online to http://signup.com/go/LdhsVfX
Volunteer coordinator: Ed Hutchinson firstname.lastname@example.org
Donate: Containers located behind Chapel
Car park closures: Thursday, Friday and Fete day
Please be advised of the following car park closures leading up to the Fete. Please ensure you have vacated these areas on the days and times below:
• The Chapel car park will be closed from 4pm this Thursday 2 November until Sunday 5 November.
• The car park along the top of the JA Mackinnon Oval will be closed from 4pm this Friday until Sunday 5 November.
As in past years, there will be no general parking available on the College campus for the duration of the Fete. Limited disabled parking (with sticker) will be available from the College Street entrance at the ELC car park.
• Drop off/pick up is best done on College Street, and general parking will be available at the University of Canberra.
• The Haydon Drive gate will be closed from midday on Fete Day.
Monster Raffle Tickets
Monster Raffle tickets are due back TODAY. Don't forget to buy extras at the Raffle Stall on fete day!
We still need over 80 volunteers for Fete Day to make the day a complete success. Even if you can only offer an hour of your time, every hour counts.
Please jump onto the volunteer sign up page (http://signup.com/go/LdhsVfX) to find a stall and time that suits, or contact Ed Hutchinson (email@example.com) if you can help.
Our donations containers are behind the chapel and are now open every day. There we will accept your donations of:
• second-hand clothing – clean and in good condition
• white elephant – items in good condition but no electrical goods
• bike mart – good quality second-hand bikes of all types and sizes
Donations are still being sought for our Second-hand Uniform Stall, which can be dropped off at Main Reception from now until Fete Day. Plants are also in demand, particularly vegetables. These can be dropped off at the ELC garden until Fete Day.
Ride tickets and Hands
Now on sale! Ride wrist bands are $25 (will be $30 on Fete Day) and can be purchased from Main Reception. Hands, designed for junior school children, are $10 and can be purchased from the Junior School Car Park before school each morning.
This year's Fete is going to be a fantastic day with heaps planned.
For the older kids (or the young at heart) there will be some exciting rides provided by Flaherty amusements, Bubble Soccer and Soccer Darts on the oval, and a mechanical bull to test your skills.
For the little ones, keep an eye out for the jumping castles and slides on the oval along with the petting zoo, face painting, cupcake decorating and more.
Our entertainment program is bigger than ever with our student musicians playing in the Chapel Forecourt, the Boardroom Courtyard and the Pavilion, and the Radford Dance Academy performing throughout the day in the RA Young Hall. Keep an eye out for Taekwondo demonstrations there too! The JA MacKinnon Oval will host our very first Car Show (flyer attached) and the Radford Collegians will be playing their annual soccer game on the Parents & Friends Oval.
Our markets stalls will be selling in and near the TB Millar Hall, with plants, preserves, sweet & sticky baked goods and books all featured. Don't forget to grab a bargain at the White Elephant Stall located in the Performing Arts Centre, or at the Second-hand Clothing and Second-hand Uniform Stalls. Also, keep an eye out for some hardworking Year 4 students selling origami.
The turning circle will again host our focus on food, with a large array of options to satisfy all tastes. There you will also find information on the Radford Foundation, the inaugural Radford Ball to be held next year, last minute purchases of Monster Raffle tickets, and a live auction of some amazing themed baskets. Don't forget to pop by the Pavilion for a scrumptious Devonshire Tea.
The fete committee is looking forward to a great day. A full program and fete map will be available shortly.
Questions, concerns, comments? Please don't hesitate to contact me.
2017 Community Fete Convenor
1 November 2017
Show and shine on the JA Mackinnon Oval this Saturday
By Car Show Convenor Marcus Graham
The inaugural Radford Classic and Sports Car Show is an exciting addition to this year’s P&F Twilight Fete.
We have a superb collection of cars and motorbikes to be displayed on the JA Mackinnon Oval - mostly from the garages of Radford families.
Many of these vehicles have been lovingly restored or are uniquely customised.
They show engineering and design expertise from the 1950s through to the present day.
We look forward to your support and would still welcome additional vehicles.
Please register your vehicle at firstname.lastname@example.org
1 November 2017
Informative discussion on latest trends – Heath Lecture Theatre, Thursday 9 November, 5.30 – 6.30 pm.
The next Education and Wellbeing Committee’s parent information session will be held this Thursday 9 November in the Heath Lecture Theatre from 5.30 – 6.30 pm.
Director of Student Development Ms Claire Melloy will discuss trends in adolescent student wellbeing.
The presentation will include:
International context including recent research on student wellbeing
Navigating the media; identifying whether messages are helpful or not
Trends within the Radford context. What we’re seeing among our students, how the College is responding and how parents can help.
All parents and caregivers are invited to attend this information session. There will be time for questions at the conclusion of the presentation.
Fete ride tickets and $10 hands
On sale now - full details of rides and ticketing.
Carers ACT 25th Anniversary Celebration
Carers ACT 25th Anniversary Celebration, Saturday 4 November
Carers ACT invite carers & their families to celebrate caring relationships and the journey taken over the last 25 years. Join us – our shout! Full details.
APFACTS - News 18 Oct 17
Parents are invited to attend a special presentation from the ACT Education Directorate. Full details.
School Sports Australia
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.