Radford Bulletin Term 2, Week 2 – 9 May 2018

News & Articles

2018 Autumn Concert

Thursday 10 May, 5:30pm, TB Millar Hall, featuring concert bands, choirs, string orchestras & ensembles

Staff Insights

Paul Southwell, Head of Junior School

From the Head of Junior School

8 May 2018

The All Blacks have it right! The culture of the world’s best team can help teach us about learning.

During last week’s parent–teacher interview sessions, we viewed our classrooms and written material, and heard from our classroom teachers, who made strong overarching points that we must hold to, and continue to build, a culture where we truly value both fluency and understanding. 

This is an interesting time and place in relation to education – one that we may reflect on in the future as a time of change when we embraced basics and new basics. Much has been written about schools and how we teach in today’s world. The reality is, with a changing society we must embrace and address new understandings, possibilities and needs as well as traditional understandings, possibilities and needs. The reality for us within our IB Primary Years Programme setting is that we can never ‘throw the babies out with the bath water’. We need basics and new basics, fluency and understanding, personal over differentiated, to truly reach competency and seek mastery.

Academic and author Dr KD Peterson says ‘school culture is the set of norms, values, beliefs, rituals and ceremonies, symbols and stories that make up the persona of the school’.* While this is clinically accurate, there are two other thoughts that resonate with me. Firstly, that of education blogger George Couros who says that culture is more about us ‘ganging up on the problem and not each other’. Secondly, the words of management consultant, educator and author Peter Drucker:  ‘Culture eats strategy for breakfast’.

In some way, both speak of our capacity to best meet the challenges of our time by approaching learning as team that is academically strong and focused on wellbeing.

We need both fluency and understanding.

Our classrooms carry this message, our framework and program drive the message, our foyer displays the message.

As a community we must operate as a team. Free to listen, to learn, all of us engaged as collaborators. This isn’t always easy, but we are up for it. 

I have to admit something major. The All Blacks have it right.

Reading James Kerr's Legacy: what the All Blacks can teach us about the business of life, I can not only see why this team is the world’s best but also what their culture can teach us about learning. Some examples I have taken from Kerr's book include:

  • we are never too big to do the small things that need to be done (the players clean up their own sheds themselves)
  • when you think you know it, change, adapt to keep on top
  • leaders create leaders – teachers and students are leaders, pushing themselves, solving problems, accountable, trusting
  • we are an extended family – 'we not me', the team comes first – we push and support each other
  • hold to high expectations, aim for the highest cloud
  • under pressure, control your attention, reading requires fluency but also understanding
  • if we all work together we all improve – stay engaged, build engagement
  • create a culture that seeks mastery
  • take your chance and leave a legacy of fluency and understanding.

Here in our Junior School we seek to engage and empower our students, teachers and families to achieve competence and mastery through an inquiry approach, an approach that is explicit in its teaching, personal in its growth and includes all our teams as we reflect.

* KD Peterson, 'Positive or negative?', Journal of Staff Development, 23(3), 2002: 10–15

Chaplain Erin Tuineau

Chaplain’s Reflection: the power of empathy

7 May 2018

Rev Erin Tuineau

Empathy allows transition from a place of pain to a place of feeling alive again.

I went to a conference at the end of last term on ‘Being Human: The Search for Meaning and Education’. It was very inspiring and left me with much to think about. 

One of the speakers was a Catholic Jesuit priest by the name of Fr Aloysious Mowe SJ. Amongst other things, he is heavily involved in working with refugees across the world and is particularly focused on setting up refugee schools. He told one story about walking into a refugee hospital in southern Africa and becoming aware that, as a priest, he did not come to these people bringing God’s consolation and comfort but, rather, he walked into this setting and encountered God in the people who were suffering. This story reminded me that our God is a God of pure empathy. And this story also highlights the wonderful and difficult truth that God does not come to us and ‘fix up’ our lives as an outsider, God comes and walks with us though the ‘valley of the shadow of death’ until we get to the other side. I know many people talk about being aware of God’s presence being extremely close to them when they face difficult times. I certainly know I have felt this way, and it can transform a painful experience into a moment of deep connectedness that seems to surpass the pain itself.

Within a week of hearing the above story, I also had a conversation with my Mum about how she responds to her grandkids (including my son) when they are missing their parents during babysitting sessions. She said that, as a mother, she used to try and ‘fix up’ our problems (because that is what we tend to do as parents!), but as a grandma she finds herself doing something different – she sits down with her grandkids and simply says to them, ‘I know, it must be hard not having Mummy and Daddy here’. And while this does not automatically stop them from being sad about their parents being away, it does eventually calm them down enough so that they can move on to other things. I think this is a perfect example of the power of empathy. When someone simply takes the time to put themselves in our shoes and tries to understand what our experience of life is like, it somehow gives us the ability to transition from a place of pain to a place of feeling alive again. I don’t know how or why this happens, but I have a suspicion it has something to do with the fact that empathy is one of the ways that we live out the power of love.

I have always thought that one of our deepest longings is to be completely understood by another. In fact, I think we want this more than being happy and successful. We just want people to know who we really are and then embrace us without reservations. It makes sense, then, that at the end of Fr Aloysious’ conference presentation, he spoke about the need for ‘empathy’ to be a focal point for education around the world. He said that of course education needs to help students be critical thinkers, team players, creative and employable but, it also essentially needs to prepare students to be leaders in reconciliation if we want our world to be a better place. And one of the best ways to help them become such leaders is to encourage them to be more empathetic toward others. This is primarily because empathy breaks down the ignorance that causes humans to build barriers and form prejudices against each other in the first place.

I am not quite sure how we are meant to encourage students to be empathetic in our classrooms on a practical level, but I certainly think it is a worthwhile goal for educators and parents to pursue. I suppose it probably starts with our ability to empathise with young people and what they are going through at any given time. Perhaps it is simply this gift of empathy to our young people that can inspire them to live out such love in their own lives. I have to say, though, that being empathetic is really hard, as it requires us to be very open to others, which means letting our guard down and being raw and vulnerable ourselves. However, it is possible for us to do this, and our world is in great need of it!

Amy Dyke (Class of 2008) volunteers with Titjimbat, helping communities in remote Northern Territory.

H is for History #12 – Beyond Gamilaraay

9 May 2018

George Huitker, Director of Service Learning

Four collegians' explorations into Indigenous Australia.

By George Huitker, Director of Service Learning

Australian anthropologist WEH Stanner once described our lack of understanding of Indigenous Australia as a ‘cult of forgetfulness practised on a national scale’, and how for most of us non-Indigenous people, it is almost as if a window has been strategically placed ‘to exclude a whole quadrant of the landscape’. Prior to and after the establishment of Radford’s Gamilaraay trips, we have seen a quartet of collegians more than willing to explore just what life in that quadrant might look like.

Erin Hunter (Class of 2001, pictured, right) is now a mother of three who at night finds time to work for Charles Sturt University in the In partnership with the Ti Tree community, Erin Hunter set up the Ngurra Jirrama Foundation.School of Teacher Education, educating pre-service teachers in literacy and language teaching. Before becoming a mum, she was a primary school teacher, her first job being at Ti Tree, a remote community in the Tanami Desert, Northern Territory. 

‘My time as a teacher in Ti Tree School has changed my life in every way,’ Erin says. ‘I became deeply affected by my time in
remote NT. I have since completed my doctorate, in an attempt to change the direction of government policy and finances in regards to the education of Northern Territory’s secondary students. In partnership with the Ti Tree community, I have also set up the Ngurra Jirrama Foundation.’

Ngurru Jirrama was established in 2008 to work alongside the people of Ti Tree and its surrounds to ‘close the gap’. It is a partnership that the Indigenous community wants and drives. 

‘Community members are strongly behind this program and many families see this as an option for their children,’ Erin reflects. ‘These students are working at what is called the cultural interface. They are learning to thrive in both their worlds … Operating at this interface is what gives these students the ability to celebrate their Indigenous heritage and also have options for, and control over, their futures. Ngurra Jirrama – two worlds.’

Ngurra Jirrama Foundation is a small, not-for-profit organisation. ‘Our mission is to provide selected students from remote Northern Territory with the opportunity and support to complete a holistic secondary education in NSW,’ she explains, ‘thereby enabling them to function competently in two different worlds: their Aboriginal community and Western society. As a result of this education, these students are improving in areas such as literacy, numeracy, health, interpersonal skills, skills to navigate a city and the Western world … and have more post-school options, providing them with opportunity and options for their future. Students in our program are amazing; against all the odds, they are succeeding!’

Amy Dyke (Class of 2008) volunteers for Titjimbat, helping communities in the remote Northern Territory.Similarly inspiring is the work of Amy Dyke (Class of 2008, pictured, top and left) who for the past five years has been volunteering for Titjimbat. Titjimbat works with community members to facilitate school holiday programs in the remote NT communities of Minyerri and Djembre. 

‘Titjimbat was set up as an attempt to counteract the empty promises often provided by visitors to remote communities,’ says Amy. As with Ngurra Jirrama, community program leaders, along with a small team of leaders from Melbourne, facilitate activities ‘that enable a two-way sharing of culture, knowledge and respect. Sessions start with sport on the community basketball court … and previous activities have included mural painting, using microscopes to look at local water samples, making musical instruments, collecting bush medicine, bubbles and everything in between. The program continually adapts to community interests, values and needs so that no two days ever look the same’.

While at Radford, Amy was heavily involved in the music program, an interest that has extended into her adult life. While working by day at South Yarra Primary, she can be found improvising at night with The Big Hoo Haa!: 'Melbourne's longest-running and best-loved weekly impro comedy show'. Radford appears to have prepared her for a life of juggling her various and diverse passions, especially after she became involved in the Titjimbat organisation in 2013 as an activity leader. Since then, she has taken up the roles of recruitment officer, director of programs, managing director and is now director of training. In her current role, she designs and implements a training program ‘that ensure(s) activity leaders are knowledgeable and able to critically reflect on the program and themselves’.

I am sure both these impressive women would be thrilled to hear about the more recent inroads Radford College has made through walking alongside the Gamilaraay communities of north-western New South Wales through the G Trips. These certainly helped Anna Philip (Class of 2013) and Adam Philbey (Class of 2015) open their eyes to Stanner’s ‘quadrant’. They spent their G Trips at the marvellous Minimbah Aboriginal School (on the outskirts of Armidale) and Moree East Public School respectively, and their time there has greatly inspired and opened their hearts, minds and souls. Both now work hard in promoting the AIME (Australian Indigenous Mentoring Experience) program in their respective environments. 

Anna Philip (Class of 2013) is now involved in the set-up of a cultural immersion camp designed for medical students.Anna (pictured, left) is currently studying medicine at the University of New England and reflects: ‘Before the Gamilaraay trips, my exposure to Aboriginal and Torres Strait Islander culture was incredibly removed from the people and communities that represent it. It was a great starting block in exposing us to amazing communities, and showing me the importance of getting connected to the owners of our land of residence’.

Anna is now involved in the set-up of a cultural immersion camp designed for medical students and targeting a lack of direct experience of Aboriginal culture among Australian medical students. 

‘Though we learn all the stats at university, few actually have connections to the communities that these speak about. Essentially, this trip sends a group of students from various universities to the Northern Territory where they spend time camping on land with the local families’. 

I asked Anna about her personal response to this experience, aside from having a great time building friendships and having an open space for conversation. ‘I went on the pilot trip to Tiwi Islands which was phenomenal,’ she reveals, ‘and learnt super interesting things like skin names, clan systems, how to gather mangrove worms etc. Last year we organised for students to go to Kakadu. Plans for 2018 are underway’.

Adam, an ADFA cadet, had a similar experience: ‘Currently at AFDA I am the Cadet in Charge of AIME. I naturally fell into Adam Philbey, Class of 2015this position because of the work that I had done with Mr Huitker at Radford. I’m happy that I’ve found a way to continue down this path while I follow my other goals.’

Through ADFA, Adam (pictured, right) assists AIME to motivate Indigenous students into completing high school by providing a bridge between high school and university, as well as providing mentoring during the school term. The idea behind the work AIME undertakes is to shift students’ mindsets and provide motivation and the framework to be successful in whatever they choose to do. His role is to manage the other trainee officers when it comes to organising the mentoring days and university visits, and this has also morphed into the Indigenous culture awareness space, partly due to his interest in the area. 

‘I will be organising events during both reconciliation and NAIDOC week,’ explains Adam, ‘to help increase awareness of Indigenous affairs within ADFA.’

If modern Australia still operates under Stanner's ‘cult of forgetfulness’ with respect to Indigenous people, their history and culture, then Radford College has at least four reasons to be proud of how it is re-membering. 

These four collegians should be commended for the way that they push us all, through their living examples, to more authentically and purposefully see, enter and walk alongside people in a quadrant of our national landscape that seems to still remain hidden from view.

Could any former staff or collegians wishing to input to the new school history and/or claim their profile on the Collegians page, please contact him at: George.Huitker@Radford.act.edu.au or fill out the form at https://radfordcollegians.com.au/help-h/. All past 'H for History' articles are housed at: https://radfordcollegians.com.au/h-for-history.

The Gamilaraay 2018 Information Night will be held on Wednesday 9 May from 6.00pm in the Heath Senior Lecture Theatre. This evening is to commence preparations for G20, 21 and 22.

Amy Dyke (Class of 2008) volunteers for Titjimbat in the remote Northern Territory.


Jonquil Mackey

Celebrating the life of Jonquil Mackey

9 May 2018

Arrangements for Jonquil's service on Tuesday, 15 May.

Dear Friends of Jonquil

The arrangements have been made as follows:


Tuesday, 15 May 2018


Fitters’ Workshop

Wentworth Avenue

Kingston  ACT


11.00 am – 12.30 pm The service


12.30 – 2.00 pm Following the service there will be a celebration of Jonquil’s full and rich life and a get together for all to share. After this celebration there will be a final opportunity for all to farewell Jonquil before she leaves the building for a private cremation. Please bring a plate of food and a bottle to share (these can be put on the tables as you enter the hall).

Dr Adrian Johnson, Head of Secondary School

Principal announces new Deputy

4 May 2018

Welcome Dr Adrian Johnson, new Deputy Principal and Head of Secondary School.

By Fiona Godfrey, Principal

I am delighted to announce the appointment of our new Deputy Principal and Head of Secondary School Adrian Johnson.

Adrian has been Head of Senior School at Somerset College on the Gold Coast for the past eight years. He has also held senior positions – Head of Pastoral Care, Head of House, Director of IB DP, Acting Head of Humanities, Coordinator of Geography and Head of General Studies – at other schools including Prince Alfred College, Cranbrook School and two independent schools in the UK: Ibstock Place School and Bedford School. Adrian will be starting at Radford in the third week of the mid-year break.

Those that have worked with Adrian describe him as a considered, caring, calm and intelligent man.

In a competitive field for the position, Adrian’s wealth of experience in a wide range of roles – academic, pastoral, co-curricular and cultural – identified him as the ideal candidate to make a meaningful contribution across all areas of College and community life.

Adrian is looking forward to taking on this exciting role and he and his wife, Leanne, are looking forward to moving to Canberra.

According to one student, the mood instantly shifted on the walk down the track.

Remembering the Appin Massacre, 202 years on

7 May 2018

Lauren Nicholson, Year 11 student

Ceremony, song and discussion as senior students join hundreds to reflect.

By Lauren Nicholson, Year 11 student

On 10 April, ten students from Years 11 and 12, accompanied by Mr Huitker, Mr Mordike and Mr Ewbank, attended the annual Appin Memorial.

The memorial marked the 202nd anniversary of the murder of 14 Aboriginal women, elders and children by government troops on the orders of Governor Macquarie. It is believed, however, that many others are likely to have perished in the massacre.

The memorial was held at the Appin Cataract Dam Picnic Area, about a two-and-a-half hour drive from Canberra and was attended by hundreds of members of the local community. During lunch, which was provided by the memorial's organisers, we spoke with members of the community and gained a better understanding of the significance of the day, and the range of reasons for people to attend. After lunch we made our way to Cataract Dam for the beginning of the service. As a participant, Emily, observed, ‘The mood instantly shifted as we walked down the track … changed from celebrative to sombre’.

The largely informal service featured Aboriginal ceremony and song, guest speakers, and dance groups of young Indigenous people. Speakers shared a laugh here and there, which highlighted the strong sense of community present. The service also featured a minute's silence for the members of the Indigenous community who were killed 202 years ago, and concluded with a recognition and thank you for the time and effort put in by the organising committee. Emily reflected, ‘After the service we had a walk around the site, viewed the memorial stone and sat down for a debriefing. All of us spoke about how the ceremony impacted us, and common themes arose – community, reflection, truth and education were heavily discussed’.

Overall, attending the Appin Memorial was an amazing experience and I believe it is one all Australians should experience at some point in their lives. The location by the dam was beautiful, and as we gathered with the wind howling above us and the leaves falling from the trees, it was horrifying to imagine the sheer terror and agony that was suffered by those Indigenous men, women and children who were massacred on that day. 

Having the opportunity to speak to Indigenous dancers, speakers and organisers of the memorial really highlighted the significance of the anniversary, and it was sad that the event didn't draw a larger crowd of people from around the country.

The Appin Memorial marks one of just two Indigenous massacres commemorated in Australia each year. Find more information about the site and our visit.

As Emily pinpointed, we all came to ‘appreciate the beauty of community and how it can transform such a tragedy into a celebration and empowerment ... I highly recommend the trip. It is one this whole Appin crew will never forget’. 

I would like to extend my gratitude to Mr Huitker for giving us all the opportunity to attend, to Mr Mordike for assisting and being our resident photographer for the day, to Mr Ewbank for driving and assisting on the day, and to Geoff Langford, ANU/NCIS Visiting Fellow and Radford friend and advisor, for providing us with his expertise and advice on the day.

The ten senior students appreciated the opportunity to attend the memorial.

Mr Huitker and students take time to reflect.

At the CBRIN, Year 11 business students discovered that you're never too young to innovate.

Year 11 business students innovate in Canberra

7 May 2018

Saba Siddiq, Matthew De Bortoli and Flynn Lardner, Year 11 Business Students & SOSE Captains

Entrepreneurial thinking sparked on visit to Canberra Innovation Network

By Saba Siddiq, Matthew De Bortoli and Flynn Lardner
Year 11 Business Students & SOSE Captains

In Week 7 of Term 1, Radford’s Year 11 Business Studies students went on an excursion to the Canberra Innovation Network (CBRIN). 

CBRIN was established in 2014 through a collaboration between the ACT Government, the Australian National University, Canberra Institute of Technology, University of Canberra, Data61, CSIRO and the University of New South Wales. 

CBRIN is a unique place where entrepreneurs and small–medium enterprises can receive support for their business development. To be accepted into this network, you must first pitch your idea or current business operation to a board of investors. If your idea is accepted, you’ll gain access to key networks to build your idea, including free marketing, contacts, office space and funding. In return, CBRIN gains a small stake in your venture. 

This excursion was significant to Year 11 Business Studies students because CBRIN offers programs for people of all ages. The initiative offers a range of funding programs for different industries – for instance, the SME Growth Program aims to help established businesses enhance their competitive edge by exposing them to further innovation opportunities. Screen production funding has given local film-makers a chance to get their media creations wider national and international notice. Discover more about the CBRIN.

Radford business classes experienced a tour of the premises, undertook a short pitch exercise and learned about the benefits of collaborating with professionals. After preparing our pitches in class, we presented them to two Radford collegians who offered us valuable tips and advice about starting up and running a business. The main message was that students are never too young to innovate. We learned about the different sorts of start-up options aspiring entrepreneurs could take on, and how we can contribute to or even change the world. 

Overall, this excursion was eye-opening and sparked inspiration in many of the students. We say a big thank you to Mr van Dalen and Mrs Braithwaite for organising the excursion and encouraging us to think like entrepreneurs!  

Students pitched their ideas to Radford collegians.

This program is an excellent option for students who envisage working in a science-related field.

The National Youth Science Forum Year 12 Program

7 May 2018

Bronwyn Stanbury, Head of Science

A residential program addressing STEM study and career options

By Bronwyn Stanbury, Head of Science

Do you love science, or technology, or have a drive to find solutions to problems and fix things? Are you constantly asking Why? How? Why not? Do you see yourself working in a science-related field and would like to know more about science-initiated study and career paths?

If you answered yes to any of these questions, then you should think about applying to attend the National Youth Science Forum (NYSF) Year 12 Program.

The NYSF Year 12 Program is a 12-day residential program designed to give students a broader understanding of the diverse study and career options available in science, technology, engineering and mathematics (STEM) and to encourage them to continue their studies in these fields.  

At the NYSF Year 12 Program run in January each year, participants will,

  • visit science and technology related laboratories and facilities
  • go on site tours
  • listen to lectures
  • take part in workshops
  • go to social events
  • participate in group activities that improve communication and presentation skills.

Participants also take part in sessions on topics including entrepreneurship, critical thinking, and how to work together effectively. The focus is not solely on academic achievements, but on developing well-rounded individuals who have the skills and confidence to determine their futures.

In 2019, there will be three separate sessions running for the NYSF Year 12 Program. Locations and dates follow. Each session has room for up to 200 students. Successfully selected students are not necessarily allocated a session in their home state.

  • Session A:  Wednesday 2 to Sunday 13 January 2019 – CANBERRA
  • Session B: Wednesday 9 to Sunday 20 January 2019 – BRISBANE
  • Session C:  Wednesday 16 to Sunday 27 January 2019 – CANBERRA

The standard fee to attend the program in 2019 is $3,150. This fee is all inclusive, covering the participant’s travel to and from the program from a designated point, as well as all meals, accommodation, transport during the program and any entry fees. 

An Equity Scholarship is available to cover $1,000 of the fee. Students are encouraged to view the eligibility requirements and apply. You must submit your Equity Scholarship application at the same time as your Year 12 Program application. There may be further opportunities to cover part or all of the cost through community fundraising or sponsorship, or contributions from other community groups.

Please see me for more details or find more information online

The NYSF Year 12 Program runs in January each year.



Effective studying involves making study notes, learning the notes by testing yourself and practising as possible.

Studying for success

7 May 2018

Years 7, 8 and 10 students attended study skills presentations with Dr Prue Salter

By Claire Melloy, Director of Student Development

Last week, Dr Prue Salter (pictured, below) from Enhanced Learning Educational Services ran a study skills evening with Years 7 and 8 parents Dr Prue Salterand students.  

The evening helped families assess what changes could be made to help students work towards achieving their personal best in an efficient and effective way.

Students examined their home study environment, the way they organise and manage their resources, how to work effectively at home and deal with distractions and how to manage the workload in high school. They also looked at the steps to studying in high school: making study notes, learning the notes by testing yourself and doing as much practice as possible.  

Year 10 students also attended a study skills session with Dr Salter. This session focused on helping students identify changes and improvements they could make to their approach to their studies in order to maximise their results in their final years of school. The main areas covered with Year 10 students were:

  • moving into a senior mindset
  • working effectively at home and dealing with distractions
  • the importance of independent learning
  • managing workload and planning for assessments
  • organising resources for school, both paper and digital
  • steps to effective study for assessments
  • increasing the range of study techniques used
  • how and how often to make study notes
  • making study notes brain-friendly

Parents are encouraged to review the handout given at the sessions with students and discuss the main areas identified for change.  

Parents can also find extra study skills tips at the following website: http://studyskillstoptipsparents.com/

All secondary students at our school also have access to a great study skills website to help students develop their skills.
Go to www.studyskillshandbook.com.au and enter the username: radfordcollege and the password: 95success 

The Poetry in Action performance prompted students to explore and question the honesty of journalism and social media.

Truth or lies?

7 May 2018

Thomas Langworthy and Minette Kirkegaard, Year 9 students

Year 9 English students find new perspectives in a Poetry in Action performance.

By Thomas Langworthy and Minette Kirkegaard, Year 9 students

Last term, Year 9 was privileged to watch a theatrical performance presented by the Poetry In Action group. 

The performance harnessed the use of dramatic elements intertwined with various poetic techniques. The group consisted of three actors, all highly competent in engaging the audience in a fun and eye-opening manner. To achieve this, they made the fast-paced performance humorous and relatable for everyone.  

The purpose of the performance was to explore in depth the concepts of fake news and social media, so prevalent in our day-to-day lives. It accomplished this through discussing recent real-life situations throughout the world, such as media outlets altering stories for interest and how adolescents such as ourselves spend an enormous part of their lives on devices and social media. 

We as a cohort found the performance highly entertaining and it gave us a new and refreshing perspective on the world in which we live in and the events that occur throughout it. We recommend Poetry In Action’s performances to all age groups as an engaging way to learn and expand thinking.

Some excellent examples of poetry, as well as some narrative writing, written by Radford Year 9 students in response to the art exhibition Another Day in Paradise can be accessed through the Tuggeranong Arts Centre website at www.tuggeranongarts.com/another-day-in-paradise-education/

There were happy smiles and sunshine for the first games of the netball season.

Sports Report: 9 May 2018

7 May 2018

John C. Guthrie, parent

Equestrian, netball and girls' rugby begin, and kids outmanoeuvre parents in the season's first orienteering event.

By Daniela Gray, Senior Sports Administration Manager

Lara Christoffelsz competesInterschools Equestrian calendar

The first event on the Interschools Equestrian calendar for 2018 has taken place and Radford students are out and about, competing against other schools in ACT and NSW. 

Eri Niisato and Lara Christoffelsz (left) represented Radford at the Snowy Mountains Interschool Equestrian Competition in Jindabyne in early May. They both did very well, winning and placing in showjumping (their main discipline) and dressage events. 

Upcoming events include the North West Equestrian Expo at Coonabarabran from 1–5 June and an extravaganza of around 500 students competing in Australia’s largest annual Interschools equestrian event, followed by the NSW State Interschools Championships in Sydney from 16–20 July. 

Email Radford Team Parent Organiser Margaret Bowen or phone her on 0419186167 to discuss joining the Radford Equestrian Team or discover more information on events. 

Four Radford Orienteering Team members.

Radford Orienteering off to a great start

By John C Guthrie, parent

Radford Orienteering got off to a fast and fun official start last Saturday, 5 May.  

Primary and Secondary students, along with their parents, manoeuvred around a straight course at Weston Park, providing a great beginning for the year.  

This great start began with coaches Toni Brown and Paul de Jongh running an ‘Intro To Orienteering’ event next to Lake Ginninderra and at Radford at the end of last term, providing a means for new team members to come to terms with the intricacies of orienteering, and to meet other members of the team.

The Radford Orienteering Team is respected within the ACT orienteering community not only because of its great success in national events last year, but also (as I heard from ACT members on Saturday) because it is integrated into and supports the broader ACT orienteering community.  

As Radford team members of all ages finish their runs, they regularly consult with experienced adults about how they approached and managed particular mapping challenges. Orienteering in the ACT is a sport requiring physical fitness and mental acumen. Team members are very quickly treated as adults. This was demonstrated on Saturday, with Year 9 participants discussing their approach to some of the more complex mapping challenges with more senior and experienced ACT orienteers.

That said, it still remains a sport of passion as well as Orienteering coach and captainintellect. Watching a Year 8 team member last year belting down the lower side of Mt Jerrabomberra, being chased by five team members from another school, reminded me of Roald Dahl in his Hurricane fighter, flying low to the ground to avoid getting shot down by five Messerschmitt fighters in the Battle of Greece!

It looks like 2019 will be another great year, with highly talented new team members undertaking the more complex courses right from the beginning, and sons and daughters beating their parents in manoeuvring around the course. As you can see from the photos above, the camaraderie continues.

We will watch with interest!


First games played in netball season 

The netball season began on Saturday, 5 May, at both the Charnwood and Lyneham courts.

The sun was shining and the atmosphere was electric, with smiles all 'round, as you can see in the top photo.

Well done to all our netballers. We are looking forward to a great season.

Girls' rugby kicks off with a win

The Radford girls' rugby team played its first-ever game on the weekend and won!

Congratulations, players. What a fabulous beginning.

The Radford girls' rugby team won their first game.



Louise Wallace-Richards - Assistant Principal, Teaching and Learning

Education Forum: Visible Learning in the Secondary School

9 May 2018

Presented by the Director of Teaching and Learning on Thursday, 24 May.

Please join us in the Heath Lecture Theatre on Thursday, 24 May for a presentation on Visible Learning in the Secondary School.

Since 2016, Radford’s Secondary School has been using John Hattie’s Visible Learning Framework to enhance our teaching and learning practices.

At this forum, Louise Wallace-Richards, Director of Teaching and Learning, will outline how Visible Learning is positively impacting on student learning in our Secondary School.

What: Education Forum: Presentation on Visible Learning in the Secondary School

When: Thursday, 24 May 2018

Time: 4.30–5.30pm

Venue: Mackinnon Senior School Building, Heath Lecture Theatre 

RSVP: Please email Kirsty Mack by Tuesday, 22 May. 

Shared language of learning by all in the school community

This month on SchoolTV: eating disorders

SchoolTV: eating disorders

8 May 2018

Learn the early warning signs and things parents can do to help prevent their child developing an eating disorder.

This month on SchoolTV: eating disordersUnderstanding an eating disorder can be difficult for families. There are many myths around what causes an eating disorder, but it is actually diagnosed as a mental illness. Although the focus is on food, weight and shape, there is often an underlying issue being masked by the eating disorder. It is the biggest killer of young people of any psychiatric illness. It affects both males and females of any age or background.

An eating disorder is a serious and potentially life-threatening mental health illness. It can have significant physical and emotional effects. The beginning of adolescence and late teens are peak periods for kids to experience their first symptoms. Young people with eating disorders can have reduced cognitive function, experience emotional changes and may even stop participating in their normal daily activities. 

In this edition of SchoolTV, parents will learn what warning signs to look for and what can be done in the prevention of an eating disorder. We hope you take time to reflect on the information offered in this month’s edition and we always welcome your feedback.

If you have any concerns about your child, please contact Claire MelloyDirector of Student Development, or our school counsellors for further information.

Some of the artwork for the P&F’s 2018 Art Show, 18–20 May

Art show volunteers needed

8 May 2018

Please consider signing up for this popular community event.

By Sarah Jennett, P&F President

The P&F’s 2018 Art Show on the weekend of 18–20 May promises to once again be one of the most popular events for the year.

We are currently seeking parent volunteers for two-hour shifts to assist with the running of the event from Thursday through to Sunday.

Volunteer roles include:

  • Assistance with hanging of art works
  • Processing of payments
  • Café supervision
  • Art Show pack down. 

Shifts are usually for two hours duration but we’d be happy to hear from those that can give more time. We are looking for a total of 50 volunteers across our community.

There are some spots during the school days on Thursday and Friday, so why not gather together with some of your fellow parents and have some fun.

Signing up is easy, just click HERE to pick your preferred role and shift time

Please email me sarah.jennett@bigpond.com with any queries.

Don’t forget the Gala Opening is on Friday 18 May from 7:30 pm with guest speaker and judge, Justine van Mourik, Director of the Parliament House Art Collection. The entry fee of $20 includes a champagne supper, with under 12s tickets only $10. You can now buy your tickets online.

We are looking forward to catching up with everyone over what promises to be a wonderful weekend.


Cross Country Carnival 2018

Date change for Cross Country Carnival

The Whole College Cross Country Carnival will now be held on Tuesday, 15 May, rather than Friday, 11 May.

Special Canteen service for Cross Country Carnival, Tuesday, 15 May

Canteen services will change on Tuesday, 15 May for the Cross Country Carnival. 

  • Junior School Years 1–4 – canteen open as normal for lunch orders.
  • Junior School Years 5–6 – lunch orders as normal. Canteen open only for service of drinks.
  • Secondary School – no lunch orders available. Canteen open only for service of drinks.

The canteen is offering a special ‘Paella Day’ during the carnival, and the sports department is providing a sausage sizzle. These will both be free to students.

From the College Nurse

From the College Nurse: Impetigo notification

A Year 7 student is reported to have Impetigo (known as school sores).

Impetigo is a common contagious skin infection that causes sores or blisters anywhere on the body, but often on the face near the mouth and nose, or on the arms and legs. 

It usually starts with a blister or group of blisters, which burst and cause a yellow crusting. It is typically very itchy.

If you suspect your child may have Impetigo please consult your doctor. They will usually be able to return to school 24 hours after treatment has commenced.

For more information, please read the Women’s and Children’s Health Network school sores fact sheet.