Radford Bulletin Term 1, Week 2 – 13 February 2019

Staff Insights

Dr Adrian Johnson - Deputy Principal, Head of Secondary School

From the Deputy Principal, Head of Secondary School

11 February 2019

Dr Adrian Johnson

Topics of ongoing discussions at the College, as we look to do things better

Dr Adrian Johnson - Deputy Principal, Head of Secondary School

In the week prior to students return to the College this year, Father Richard and Reverend Erin conducted a wonderful Commencement Service for staff.  In our 35th year, they asked us to reflect on the values underpinning the College. TB Millar, after whom our hall is named, spoke of his hopes for the fledgling College at the first staff meeting in 1984:

“We are … particularly concerned about the atmosphere of the College.  Most children prefer, and do best, in an orderly atmosphere, but not an order based on fear.  Thus we want Radford to be a caring school, a Christian-based community, where the worth of every student is acknowledged and [their] potential fulfilled; a school in which parents, teachers and students will feel engaged in a common purpose; a single team; a school to which old students will look back with affection.”

Right from the outset at Radford, staff were concerned about creating an appropriate setting within which learning could take place.  And this commitment from staff is something I have witnessed every day since I started at the College last July.  The manner in which our staff engage with our students is truly inspiring for me.

Ever the pragmatist, Tom Millar ended that paragraph with: “I am not unfamiliar with some of the problems of implementing these ideas.”  And so, I already feel very grateful to those people who have gone before – those people who have made this College what it is today.  Such a positive and productive culture takes years, if not decades, to shape.

We are, all, custodians of a precious legacy.

But, as educators, it isn’t in our nature to rest on our laurels.  Educators are always looking to do things better as we judge our success through the achievements of our students.  And then there are the external forces which change over time and impact us:  societal factors, such as the greater scrutiny of schools, youth mental health issues, social media, variations in government funding, even new light rail systems and the impact this has on bus services.  And so, schools cannot rest on their laurels either.

 In our discussions over the last semester, and more recently with the School Improvement work we completed with the Association of Independent Schools NSW, there were some points which really resonated with me and are now the subject of ongoing discussions at the College. 


On the academic front: how do we increase time available for quality teaching and learning?
We can reduce interruptions by, for example, running two Outdoor Education Camps simultaneously – which is our plan for Year 9 and 10 in Term 4 (and then Years 7 and 8 as well, in Term 1, 2020).  This would be a good time for us to run excursions for other year levels if we can (in an already disrupted week). 

Bill Weigall, Assistant Principal Curriculum Assessment and Reporting, has been working closely with Heads of Department following last year’s successful trial of ‘in-time online’ reporting.   With more informal feedback to students offered immediately following assessment tasks, rather than in traditional reports at the end of the semester, not only can students make timely adjustments to their work practices to improve outcomes, but teachers can spend more time teaching (no longer drafting and proof-reading report comments at the end of Terms 2 and 4).  

Perhaps this style of reporting also provides us with an opportunity to slow the pace of delivery?  Consequently, we can place greater emphasis on the use of formative assessment to inform classroom practice and enable teaching teams to collaborate to promote differentiation and visible learning, for instance.  I know Louise Wallace-Richards, Assistant Principal Teaching and Learning, is keen to work more closely with Heads of Department to explore the possibilities here. 

With regard to our pastoral programs, Claire Melloy, Assistant Principal Student Development, and her team are always seeking a proactive approach in support of students.  We are looking at ways to further promote open communication with parents as we have much to learn from our students’ ‘first teachers’. 

Research by Dr Thomas Neilson, from the University of Canberra, offers support for our plan to establish Giving Groups this year.  This program, developed for our needs by our staff, represents a vehicle by which our students might seek ‘meaningful happiness’; to be part of something larger than themselves. 

And expect more news on the co-curricular front as well.  Dylan Mordike, Head of Co-curricular, is already promoting additional offerings for students: Music, Drama/Dance/Oratory, and Clubs; and Brent Larkham, Head of Sport, and his team are doing the same with our burgeoning sporting program. 

Given the benefits to individuals’ academic and wellbeing outcomes through involvement in co-curricular activities, we are looking to build on the 85% of students in the Secondary School already involved in three or more activities. 

We are also looking for synergies between Round Square, Dirrum Dirrum and Service Learning Programs, ensuring these vital programs work in concert with one another. 

As thinking about the next College Strategic Plan commences, I sense an opportunity to further contribute to the legacy TB Millar dreamed about 35 years ago.  And we look forward to input from our parents and collegians in this process.


Rev. Erin Tuineau, Chaplain

Reflection: humility and teaching practice

13 February 2019

Rev. Erin Tuineau

Teaching is a vocation which centres on relationships

By Rev. Erin Tuineau

Last week I attended the Professional Learning (PL) workshops with the other Radford secondary school teachers. When I am at these workshops, I am aware that I am surrounded by some of the best educators in Australia. I say this because every staff member I know here is deeply passionate about the subject that they teach, and they also carry with them a deep care for young people and the challenges that they face in our world today. So, with that context in mind, I found it so refreshing when some of the teachers were actually willing to share what they found challenging with their students. I say this because when you are in a room of experts of any profession, it is very rare that they will admit that they still have hurdles to overcome in their working life, particularly if they have been working in their field for more than a decade. And yet here at Radford we have educators who have been working with young people for two decades or more, and some of these individuals were the ones who were sharing the struggles that they face on a daily basis in the classroom. It was this humility that left me in awe and inspired. You would think that it would be someone’s confidence in their profession that would be most inspiring for those of us that are still new to teaching, but let me assure you, it was the honesty of these Radford teachers that was so uplifting. I realized that educating young people is not something that you ever get ‘down pat’, but, rather, something that you always need to keeping learning how to do, each and every day. 

In reflecting on this experience, I got thinking about what humility really involves, and it occurred to me that the word ‘humility’ itself starts with the same letters as the word ‘human’. It would seem fair to say then that humility is perhaps the ability to return to who we are meant to be - fully human. I know this sounds like a rather plain statement to make, but really, when you think about it, we can tend to spend so much of our lives trying to deny our humanity, and instead aspire to being super-humans or mini-gods. We try to become a perfect version of a teacher, a mum, a dad, a Christian, whatever label most appeals to us. In the end though, we always fall short of this perfection and can struggle at times to pick ourselves and keep on going. The remedy to this seems to be what I described above. We need to start being honest about our struggles, and then we will give each other permission to simply be ourselves. Fully human. And when we are living into our full humanity, that is when we will discover God meeting us in the person of Jesus. God does not want us to be Him/Her, God wants to be relationship with us as we are.

I will finish off this article by touching on something that I was discussing with another staff member regarding one of biggest challenges that teachers face on a daily basis. It came up in the conversation that while educators continually face issues about how to help students learn more effectively in the classroom environment, it is the emotional challenges of being a teacher that can be extremely difficult. Teaching is one of those profession that requires you to not only be an expert in particular field, but you also need to have the ability to constantly engage in relationships with young people. This can be hard work because relationships are hard work.  They can be the most rewarding part of teaching as well, but navigating your way through different relationships with over 100 or more people is a pretty massive task. I think the staff member I was talking to about this was really onto something, and perhaps in the future there will be opportunities for educators to name these relational challenges in a safe space and uplift each other in doing so.


Year 4 students have special helpers for their study of 'Respect: engage, inspire and empower'

JS News, 13 Feb 2019

13 February 2019

Karen Mahar, Acting Head of Junior School

A week of many engaging learning experiences in the Junior School

By Karen Mahar, Acting Head of Junior School

Important dates

Tues 19 Feb                 Yr 3-6 Swim Carnival
Wed 20 Feb                 Junior School Photos
Fri 22 Feb                    JS Reading Challenge Celebration

Our focus on strengthening relationships seems to be already paying dividends. Feedback suggests our year level staff teams are engaged, committed and collaborating effectively; students are settling in to their new routines; and a positive vibe exists throughout the school. Who could ask for more?

This week has seen many engaging learning experiences occurring throughout the Junior School, including: 

Pre Kindergarten

Students connected with each other as they embraced play-based learning opportunities in the PreK program Belonging, Being and Becoming.



Getting used to the Red Room and new learning and playing spaces. Lots of pattern work.

Year 1

Explored Who We Are by finding out how to be a good friend.


Year 2

A book study called “Old Friends, New Friends”, and reading strategies including predicting and activating prior knowledge.

Year 3

Building lots of connections and positive friendships.


Year 4

The super hero crew commenced their year level investigation into Respect: engage, inspire and empower.


Year 5

Begin the day with movement groups, including running around the country, yoga, playground challenge and skipping. In English delving into the world of Rowan of Rin.


Year 6

Investigating character strengths and setting goals for the term ahead.



Our specialist teams have been participating in engaging movement and physical activities, composing music and creatively expressing themselves.



Early in 2018, Radford Junior School teachers embraced the concept of the Learning Sequence; a structure to support and guide the inquiry process and comprising of three interconnected parts – Igniting Curiosity, Student Exploration and Final Sharing. Each year level team determined 2018 goals in their work towards a stronger Learning Sequence. The book, Radford College – Junior School Inquiry 2018, published recently to the Apple Books store, is the culmination of goals and reflections for each team. It includes samples of student work and insights into the dedicated work of our teacher teams.

The book can be found at this link.


Another productive and engaging week in the Junior School. We are grateful to each of you in entrusting us with the future education of your children. It’s a duty and a privilege we never take for granted. 




Radford College crest

Taking the Tears and Tantrums out of School Drop-Offs

13 February 2019

Julie Smith and Emily McIntyre, Junior School Counsellors

Some ideas which may help with morning drop-off anxiety

From Julie Smith and Emily McIntyre, Junior School Counsellors

The start of the school year is often a stressful time for families, with parents having to get kids out the door and dropped off at school so they can themselves into their work or other jobs for the day.  Some children swing into these routines very easily and quickly, whilst others take longer to settle in and express significant distress at the point of separation in the morning. 

This distress naturally makes parents feel anxious and concerned about their child’s wellbeing and creates a sense of dread around the morning drop-off for everyone involved.  It is always difficult to see a child distressed and often hard to know how to respond. Here are some ideas which may help with morning drop-off anxiety.

Preparing for drop offs:

Develop a predictable routine in the morning that helps get you and your child out the door. Allow time to do what you need to do reduce the need for rushing and last minute hassling out the door.

Focus on the positives such as what they are looking forward to; what they had enjoyed yesterday at school.  BUT don’t “overtalk”. If they have nothing positive to offer, don’t try hard to come up with things. Leave them with a thought such as “I wonder what the best thing will be in school today for you?” 

Acknowledge the feelings.  Statements like: “I understand you are nervous about being at school.” “I know you are sad when I leave you in the morning”. Validating and acknowledging feelings, rather than being dismissive or disapproving, is one of the most effective responses we can give to soothe children.

Spot brave behaviour and highlight it. For example, “I noticed even though you were feeling nervous, you went on your own and put your bag away, that was really brave”.

Focus on future positives For example, ”I know you are upse,t but I am looking forward to hearing about your day when I collect you this afternoon”.

At school:

Greet the teacher and other students, if you know their names.  Help your child to notice and build their awareness of other people and activities in the room.

Encourage your child to follow the routine of the class as independently as they can - hang up school bag,  get out hat and drink bottle, and play.

Make sure you say goodbye.  As tempting as it is, don’t sneak out. You want your child to build a sense of trust and predictability around the drop off routine, so it is important that they see you go.

Once you say goodbye leave promptly. Don’t have long farewells, long discussions/negotiations or “comebacks” that require you to through the leaving rituals again and again.

Express ease and confidence with leaving. Validate feelings and express confidence in them and their teachers. “I see you are upset but I know you can do this and will have a great day here with Mrs …”

Look calm, even if you don’t feel it. To some extent your child will take their cues from you. Fake it if you need to by speaking calmly, breathing slowly and smiling.  This one may take some practice!!

Don’t linger… the longer you stay the harder it gets and the more likely you will find yourself having to do the goodbye routines again.

Remind your child you will be back at the end of the day and will want to know all about what they did in their day.

Seek assistance.  If you or your child continue to experience difficulties with the morning drop-offs please seek support or advice.  Your class teacher is likely the best first contact for you and can direct you towards support staff in the school who can provide advice and assistance. 



An exciting competition for Year 10 students

Australian Brain Bee Challenge

13 February 2019

Bronwyn Stanbury, Head of Science

For students in Year 10 - register now!

By Bronwyn Stanbury, Head of Science

Deadline for enrolment is 20 Feb 2019.

The Australian Brain Bee Challenge (ABBC) is a fun, challenging, voluntary competition for students in Year 10 who are keen to learn more about the brain and neuroscience. The ABBC provides current and accurate information on the latest advances in neuroscience research, its value to the community, and promote careers in science and technology. It aims to highlight what the brain does, how it functions and how important it is to everything we do and who we are as human beings. It also hopes to promote the study of neuroscience as a multidisciplinary endeavour (encompassing all basic scientific disciplines including mathematics, physics, chemistry, biology, engineering, psychology, medicine and bio- and nano-technologies). The future of all fields of science is that disciplines that once seemed to have no relevance to one another are now coming together.


There are 4 Rounds to the Australian Brain Bee Challenge:

Round 1 - Online Quiz

Round 1 is held during Brain Awareness Week- March 2019. Using the Education Perfect online platform, students study the book Neuroscience: Science of the Brain. They then complete an on-line quiz during one period at school, under exam conditions supervised by Mrs Stanbury to determine their knowledge and understanding of the structure and function of the brain.

Round 2 - Regional Finals

Round 2 of the competition is the State Finals, held in June-August 2019. Students who achieve a high score in Round 1 are invited to attend a full day of activities at ANU. As well as participating in two rounds of live questioning to determine who will become the champion, students experience a day at The John Curtin School of Medical Research to learn about neuroscience research. This may include lab tours, demonstrations, lectures, experiments and the opportunity to speak to researchers. 

Round 3 - National Finals

Round 3 is the National Finals where 8 Australian students compete against each other to become the Australian Brain Bee Challenge Champion. Students compete in 4 challenges, held over 2 days including an anatomy challenge, a written short answer challenge, a patient diagnosis challenge and a live question and answer challenge. Students also have the opportunity to attend ANS scientific sessions and meet with scientists, researchers and students involved in neuroscience.

Round 4 - International Finals

Round 4 is the International Brain Bee (IBB). The IBB takes place at an international neuroscience/psychology conference and in the past has been held in places such as America and Italy. In 2012 the IBB was held in South Africa and the Australian representative, from Brisbane, Teresa Tang won the competition.  The host city in 2013 was Vienna, Austria and another Australian representative, Jackson Huang, also from Brisbane, took out first prize. 

More information can be found here https://www.ans.org.au/abbc/about-the-brain-bee-challenge


Deadline for enrolment into the competition is 20 Feb 2019.
Please contact Bronwyn Stanbury Head of Science  

Exciting opportunities for Y11 and Y12 students

2019 Questacon Student Training Program

13 February 2019

Bronwyn Stanbury, Head of Science

A great opportunity for students in Y11 and Y12

2019 Questacon Student Training Program

Questacon will be running the Student Training Program from March to September 2019. This program provides students in Years 11 and 12 with firsthand experience in various roles throughout Questacon, from developing science activities and making public presentations (Science Communication Stream), to facilitating workshops and completing personal design projects (Maker Stream). 

Who? Year 11 and 12 students 

Why? Successful completion of the Program counts as an ‘R’ unit for Year 12 certificate, students are eligible to be Volunteer Explainers at Questacon, and students receive professional guidance and training from Questacon staff. 

How? Contact Mrs Stanbury (Head of Science) for more information, then complete 12 weeks of training, learning and exploration of science communication or design and technology concepts, followed by 40 hours in Questacon galleries as science explainers.



Students have opportunities to enter a range of Mathematics competitions

Maths Competitions and Enrichment Y7-Y12

13 February 2019

Kym Palfreman, Assistant Head of Mathematics

Register for Y7-Y12 Maths competitions

Article on Maths competitions Y7-Y12By Kym Palfreman, Assistant Head of Mathematics

Please go to the Maths Enrichment page on Radford Online for information about the various maths competitions for students in Years 7-12.

There are links on that page to register for the competitions.  Please only fill in the form once.  

If you have any questions, please contact Kym Palfreman, Assistant Head of Mathematics kym.palfreman@radford.act.edu.au or phone 61803036

An exciting exchange to King's Academy in Jordan

Round Square International Exchange – a world of opportunity!

13 February 2019

Kath Notley, Round Square Coordinator

Round Square offers exciting and culturally diverse opportunities

By Kath Notley, Round Square Coordinator

Annabel Kuskie returned from her exchange to Kings Academy in Jordan at the end of the 2018 school year. She thoroughly enjoyed the opportunity to learn about a variety of diverse cultures in a vastly different setting. 

Annabel will present on her experiences at an upcoming school assembly and highly encourages other students to consider taking up the opportunity to undertake an exchange.   

Applications are currently open for students in Years 10 & 11 for international exchanges. Expressions of Interest from students in Year 8 for regional exchanges are also open.

Please speak to Ms Notley, Level 1 Mackinnon Senior School, or look for more details on the Round Square page on ROL.



Equestrian contact details in this edition

Sports Report, 13 Feb 2019

13 February 2019

Sports Department

Trial reminder, finals, equestrian contact, and cricket reports

General reminder about Trials
Netball and Football trials continue this week and this weekend. Please check to ensure you attend trials for your chosen sport.

Students interested in representing Radford in Equestrian events in 2019 should contact margaret.bowen@austrade.gov.au for further information.

Summer sports Finals series
We have 21 teams tracking toward semi-finals for various sports including basketball, futsal, Oztag and Touch Football. The Hurricanes and Reds are in touch football semi-finals this Thursday evening at the Deakin ovals.

Football (Soccer)
Radford Girls Only Football (Soccer) Training Session with Canberra United!
On Thursday 21 February, Radford Football Technical Director, Tom Crossley will be holding a Radford Year 2-12 girls only Football session for both new and experienced players after school on the Radford P&F Oval from 3:45-5:00pm. Tom will be assisted by players from Canberra United who will be available for photos and autographs. To register please email Dianne.Wilson@radford.act.edu.au. There is no cost to attend the session.

Cricket Match Report
by Darryle Macdonald, Technical Director, Cricket
Radford 5/295 (Dylan Fernando 89, Jay Macdonald 53, Darcy Macdonald 40, Tom Phelps 39) def Trinity 10/165 (Tom Rushmer 5/16, Jonty Probyn 2/26)
Cricket’s back on at Radford – and the team had a good day Sunday, with another match on Monday in a T20.
Some terrific team play in amassing that total on a slowish outfield for Radford (still pretty good though, considering weather last week); an outstanding boundary catch by Connor Watt the highlight in the field.

Dylan Fernando
Darcy Macdonald
Jay Macdonald
Tom Phelps
Matthew Jaggers
Flynn Kelly
Connor Watt
Tom Rushmer
Ben Matesic
Jonty Probyn
Grace Kuchlmayr
Vivek Banka

12 and Under National Cricket Championships
by Narelle Smith

Our young cricketers in competition in WAIn December 2018, four Radford students represented the ACT at the 12 and under National Cricket Championships in Bunbury WA: Sarah Quilty, Joey Slater, Jake Smith Gibson and Amber Smith Gibson.

The girls had a wonderful experience facing some tough competition but taking a win against the home State WA during the week. They are looking forward to consolidating their skills later in the year when the next iteration is played in Adelaide in November.
The boys took an experienced team knocking off QLD and NSW in the round robin falling agonisingly short in the Grand Final against Victoria. A sensational effort for the ACT boys to finish second in Australia.

In January 2019 Darcy MacDonald (u14) and Jake Smith Gibson (u13) were both selected in the South Eastern Thunder Cricket teams which competed in the NSW State Challenge in Dubbo. Both boys had a great tournament with the u13 team remaining undefeated and taking out the Premiership. It is the first time a South Eastern team has won the NSW State Challenge across any age group so a great achievement.

Applications open for Foundation scholarship

2020 Foundation Scholarship Applications Open

14 November 2018

Applications close on Friday 15 February 2019.

With the recipient of their inaugural scholarship commencing Year 11 when school returns in February, the Directors of the Radford Foundation welcome applications for the next scholarship.

The recipient will remain anonymous and receive a two-year scholarship to commence Year 11 in 2020. Applications close on Friday 15 February 2019.  

The Foundation Scholarship is awarded to a new student who demonstrates outstanding achievement and community involvement but whoe personal circumstances prevent them from enrolling at Radford. 

The Foundation will cover 100% of the Tuition and Capital Levy fees for two years (Years 11 and 12), and up to 100% of compulsory College related costs.

Applicants are initially asked to complete and submit this application form.

Submission of this form and documents listed below by e-mail to foundation@radford.act.edu.au, or by delivery to Main Reception, Radford College, 1 College Street, BRUCE, by 4 pm on Friday 15 February 2019.

  1. This scholarship application form, including the 200-word Personal Statement
  2. School reports for previous two years, NAPLAN reports for Year 7 and Year 9 (if available)
  3. Passport-sized photo.

Only short-listed applicants will then be required to complete this financial statement. The successful applicant will be asked to verify financial statements and provide referees.

The successful applicant will be selected in time for them to take their place in the 2020 Year 11 orientation and induction sessions in Term 2, 2019.

If you have any questions about the application form or process, please email Foundation Administrator Cassie Roberts foundation@radford.act.edu.au or telephone 6162 5388.

Radford College P&F Association

P&F News - Welcome Barbecue & AGM

6 February 2019

Welcome BBQ and movie Fri 15 Feb; AGM Thurs 7 March, nominate now!

Radford College P&F Annual General Meeting
Thursday 7 March 2019, from 7:00pm
Venue: RA Young Hall, Mulford Junior School

Notice of Meeting with agenda
Nomination Form 

Business of the meeting will include appointment of the Management Committee. There are executive positions, as well as general committee member positions, available to be filled. 

Nominations must be made on the attached form and received by Ms Angie Walters by email to angie.walters@radford.act.edu.au, or delivered to her at Years 5/6 reception, no later than 4:00pm on Wednesday 6 March 2019. 

We encourage all parents to consider joining the committee to assist with community engagement. 

Please contact the President, Sarah Jennett, Sarah.jennett@bigpond.com with any queries.


2019 P&F movie is 'Ferdinand'P&F Welcome Barbecue and Movie
Friday 15 February, from 6pm
JA Mackinnon Oval

Free BBQ commencing at 6pm
Movie to be played will be ‘Ferdinand’. Movie commences when it gets dark.
Families to bring picnic supplies including chairs/rugs and additional food/drinks




Radford Online home page

Radford Online User Guide

6 February 2019

How to access the College intranet

How to use Radford Online (to download a PDF of this guide click here)

Returning parents – you should already know your Radford Online username – a four or five-digit number followed by @radford.act.edu.au.

New parents – you received your login details, including the four or five-digit number followed by @radford.act.edu.au in your child/ren’s confirmation of enrolment letter.

If you do not know your username, please ring Main Reception on 6162 6200.

If you have not yet made use of the password reset function, your password will be the one automatically generated by the College’s IT Department and already provided to you. Refer to this guide on how to reset your password or click on the reset URL

Once you have successfully logged in to Radford Online, it is important for you to review and update your family details, especially medical information for your child/ren.

1. Click on the tile on the left-hand side of the page that says “Check and update your family information for 2019” (see screenshot above).

2. You will be taken to another page to log in again using the same username and password you used to login to ROL. (see following screenshot).

(Points 3-6 below are illustrated by the screenshot below).  

3. You should now be logged in to the "Intro" tab of your family page in Synergetic, the College database. Next to it are the tabs for “Finance” (your College student account) “Interviews” (booking an interview with your child/ren’s teacher or tutor during designated weeks) and “My Details” updating family member details.

4. Below these tabs is a maroon drop-down menu with the names of each parent / caregiver and the child/ren attending Radford College. Below that is a menu with gold-coloured tabs with categories including “Personal”, “Medical’ and “Immunisations & HealthCare”.

5. Click onto the category you want to edit and then click the word “Edit” (right-hand side of the page).

6. It is especially important to update the “Medical’’ category and confirm that the information in the “Immunisations & HealthCare” category is correct. You should also check that parent / caregiver contact details in the "Personal" category are current. 

7. To access your child/ren's Timetables and Course Information (Secondary School), click on the grey SEQTA tile on your Radford Online dashboard. You will be taken to the SEQTA Engage platform dashboard (see screenshot below). You will also use SEQTA Engage to access your child/ren's Semester 1 and Semester 2 school reports later in the year. 




Auditions are on soon for 2019 dance performance groups

Auditions for Performance Groups

6 February 2019

Danielle White, Director of Movement

Schedule of auditions

By Danielle White, Director of Movement

Auditions will be held as trial classes during week 3 (18-21 February), at the Radford Studios, details as follows: 

  • Pre Junior Performance Group Year 1 – 3: Wednesday 20 February 4.30-5.30pm
    Need to be registered in technical styles (such as ballet, jazz, lyrical) 

  • Junior Performance Group Year 4-6: Monday 18 February 5.30-6.30pm
    Need to be registered in technical styles (such as ballet, jazz, lyrical, contemporary)
  • Senior Performance Group Year 7-12: Monday 18 February 6.30-7.30pm
    Need to be registered in technical styles (such as ballet, jazz, lyrical, contemporary)
  • Junior Hip Hop Crew Year 3-6: Tuesday 19 February 5.30-6.30pm
  • Senior Hip Hop Crew Year 7-12: Tuesday 19 February 6.30-7.30pm


All students are welcome and invited to come along. You do not need to pre-register or prepare anything. The class will run as a standard class. Teachers will select students after the class and invitations will be sent out to successful students. Once you have received your invitation, you can register for the group on ROL.

Please note that class registrations are still open.


Visit the College Uniform Shop

Uniform update

5 February 2019

New girls shorts now available

In response to student demand, and after extensive sampling, the College is delighted to announce that new shorts for girls in Years 5-12 have arrived.

These new shorts are offered as an alternative to the Radford Summer dress.

The new shorts are tailored for girls and are to be worn with ankle length plain white socks turned down and the blue long or short-sleeves blouse (Years 5-10) or the white, long or short-sleeves blouse with round collar, garnet piping and garnet embroidered ‘R’ on the pocket (Years 11-12).

Visit the uniform shop page for trading hours and general information about the College uniform.

You can also visit the P&F Secondhand Uniform Shop page.


Giving Program - wool donations

Wool donations for Giving Program

Michele Sharp's 'Giving Program' group requires donations of wool and crochet hooks, to create items for charity. If you have any items to spare, please drop them off at Main Reception.

Canteen news

Flexischools orders - in by 9am please

Parents are advised that all Flexischool orders need to be lodged by 9am, please.

Karen Robinson, Canteen Manager Karen.Robinson@radford.act.edu.au