Radford Bulletin Term 2, Week 5 – 30 May 2018

Staff Insights

Bill Weigall, Assistant Principal - Curriculum, Assessment & Reporting

From the Director of Assessment, Reporting and Curriculum

30 May 2018

Bill Weigall, DARC

NAPLAN Online, General Capabilities and the future of school reports


After more than a year of trials, remediation and painstaking planning, NAPLAN Online has finally come and gone.

The testing again produced some challenges, such as those already communicated to parents of students in Years 3 and 5. After encountering numerous obstacles in the trial stages, with the testing using the laptops of students in Years 7 and 9, it was gratifying to witness their relatively smooth progression through the testing over four days.

This could not have occurred without the prodigious efforts of our entire IT department, and thanks must go to Chernor Bah and his team for their expert and dedicated support. Mrs Pamela Hanson and Mr Glenn Demery did a wonderful job of wrangling the logistics; it is no small undertaking to have almost 400 students undertaking digital tests simultaneously.

Of course, preparation is only part of the process; the tests were efficiently and cheerfully administered by a group of teachers. Understanding the benefit to students of having a calm, confident and familiar figure running the tests, this team spent considerable time and energy ensuring the tests ran smoothly. I was impressed by their professionalism and selflessness.

We have scheduled debriefs in the coming days on all aspects of the testing. We will ensure we consider all challenges and learn as much as possible so we can improve the experience for students in the future.

General Capabilities

At a recent Board of Senior Secondary Studies (BSSS) principals' meeting, the Executive Director outlined the BSSS' plans to shine a spotlight on the General Capabilities in the Senior Studies courses in the coming months. This is strategically aligned with a current focus on enhancing the impact of these elements in the Years 7–10 courses by the Association of Independent Schools of the ACT (AISACT) and by our own Heads of Department.

There are seven General Capabilities, as shown in the following graphic.

General Capabilities in the Australian Curriculum

Our Head of Technologies, Ms Cathy Jackson, is currently assisting me to cover the duties of our Director of Teaching and Learning, Mrs Louise Wallace-Richards, while she is on long service leave. In between these commitments, Cathy has been leading a project designed to refine and enhance the focus on these capabilities in the Years 7–10 courses within her own portfolio, with a view to creating a model that can then be rolled out across all subjects.

At the same time, all Heads of Department are reviewing their exisiting courses and updating the course documents to reflect the best of current practice, including the General Capabilities. They have each established timeframes suitable to their particular subjects to roll the review through their departments. Time will be set aside during the Professional Learning day at the end of term to continue with this process, to ensure benefits begin to be seen as early as next term in some subjects.

The future of reporting

On 14 June we will host a parent forum with a focus on the current and future forms of reporting at the college. I really hope that a number of you will be able to attend and share your thoughts on the strengths and opportunities in this important area of our operation.

Having moved our reporting to SEQTA almost two years ago now, it is timely that we re-evaluate our schedules, templates and philosophies to ensure that reporting serves the critical purpose of informing students' efforts to improve their academic performance.

Even if you cannot attend next month, I welcome your thoughts on our current reporting and how you would like to see it evolve. In particular, I would like to hear your views on the possibilities afforded by providing the feedback on assessment tasks directly to students and parents via SEQTA, as soon as results are finalised. Ideally this would replace the detailed comment for every subject on the semester report, allowing teachers to delay finalising the semester results and focus on teaching for longer in Terms 2 and 4. Timely feedback is widely acknowledged as a crucial element in the improvement of student performance, and the detailed comment at the end of semester cannot meet that need.

Last year, we began releasing Interim Report data to parents through SEQTA. Now this has been happening for more than a year, I welcome your feedback on the process. Please feel free to contact me directly at bill.weigall@radford.act.edu.au or Cathy Jackson at cathleen.jackson@radford.act.edu.au.

Chaplain Erin Tuineau

Chaplain's Reflection: a culture of mercy

29 May 2018

Erin Tuineau, Chaplain

Prayer has this way of getting us to see others, particularly our ‘enemies’, from God’s perspective, not just our own.

I have been watching a lot of the movie ‘Spiderman-Homecoming’ with my son lately. I think I have watched it nearly every evening for the past fortnight (well at least different parts of it each day). 

There is a scene at the end of the movie when Spiderman goes and saves the primary villain from death, even though he has just been attacked by him. Every time we watch this part my son asks, ‘What is Spiderman doing?’. I tell him, ‘Spiderman is helping the bad guy, isn’t that good?’. My son does not respond to this comment with words, he simply smiles at me and looks a little confused. I think this is because he is so used to the good guy fighting the bad guy and seeing the former character ‘win’. I think that is why this last scene is so powerful, as it interrupts the cycle of violence that these movies usually revolve around. I know this sounds strange to say, but this moment in the movie expresses the idea of ‘mercy’ really well. I wish more movies did this, particularly superhero movies.

It is really hard to explain to young people the need to be good and kind to those who hurt them. I think this is because we don’t want to teach students that they should put up with being treated badly. They should never do this. However, it is important that they do not see the ‘villain’ in their life as some sort of monster either. As soon as we start seeing people in this way, we start treating them as less than human, and this is not a good place to be. 

I think of Jesus’ words, ‘Love your enemies, and pray for those who persecute you’ (Matthew 5: 44). I think the reason Jesus asks us to do the latter is because when we pray for others our perspective of them changes. Prayer has this way of getting us to see others, particularly our ‘enemies’, from God’s perspective, not just our own. This has the power to transform our response to people who have hurt us in a profound way.

I remember an Anglican priest from Papua New Guinea who told me the story of taking his parishioners to visit the houses of the people they had a deep dislike of. This priest would ask the parishioner to stand outside this person’s house, usually on the other side of the road, and offer their prayers for this individual. Such prayers usually began with much anger, and the priest would have to accompany the parishioner back to the house on more than one occasion until they could eventually pray for the person out of place of love. This journey of prayer took time, but it always had the power to stop the parishioner from trying to seek revenge on their ‘enemy’.

The idea of visiting the houses of individuals who have hurt us, and praying for them in that space, certainly seems a little strange to us. However, I sometimes wonder in our western society whether we really know how to deal with anger in helpful ways. We are so used to ‘quick fixes’ for everything, but when it comes to dealing with deep-seated disappointment, rage and hurt, there is no quick fix. It takes time. This makes me think of a Michael Leunig poem, which says:

When the heart
Is cut or cracked or broken,
Do not clutch it;
Let the wound lie open.
Let the wind
From the good old sea blow in
To bathe the wound with salt,
And let it sting.
Let a stray dog lick it,
Let a bird lean in the hole and sing
A simple song like a tiny bell,
And let it ring.

The sentiment of this poem is that healing does not happen according to our own timetable, it occurs in its own sweet time. Our only job is to create space for this healing to take place. I have to say, though, I don’t think letting our hearts heal is a huge priority for many of us in our success-driven culture (I include myself here). On this level, I don’t believe that we are setting a very good example to our young people as to how to respond to the pain that others have inflicted on them. I don’t know if we should be driving them to the houses of such people so that they can pray for them, but I know we need to do something other than telling them to ‘get over it’. 

I know one of the priests I grew up around expressed the belief that the root of anxiety and depression for many people is their inability to deal with anger and resentment. Now, I do not know if this has any research behind it, but it is certainly worth reflecting on, particularly in a society where mental health issues are a major problem for our younger generations. 

My hope is that as a society we might be able to create a culture of mercy, but to do this we might need to prioritise matters of the heart much more than we do now.

Kay's interest in photography began in childhood, and since then she has been 'happily snapping away to capture the moment'.

H for History #15: Kay Beagle and her scrapbooks

30 May 2018

Foundation parent Kay Beagle presents a pictorial record chronicling the college's early days.

By George Huitker, Director of Service Learning

‘If you’re going to be involved in something and you're doing that commitment then you’ve got to be there, literally, from the grass-roots up. You’ve got to be there when the sods and soil is being turned. That’s what it’s all about – total commitment.’

These were Kay Beagle’s words as she handed to me an incredible example of that total commitment: nine carefully compiled, precisely labelled and impeccably presented scrapbooks which chronicle Radford's early days from 1983 to 1993. 

Her two eldest children, Jacqui and Stephen Mendl, were foundation students and were followed closely by little brother, Phil, who started in 1988. 

‘It was like a big family in those days because it was only a small school… The warmth and caring of everyone from the Headmaster to the library and sports staff – there was a lovely feeling of them caring for you as a person. The pastoral care made you feel as if you were an individual and not just one of hundreds of families.’

Kay started photographing things when she was 10 years old. Her father had a photographic studio in Brisbane and he would have been proud when his daughter ‘followed in his footsteps’ by being selected by her school to take a photograph of the Queen’s Royal Visit in 1954. 

As a youngster, Kay got into the habit of creating albums ‘of school excursions, things that I did, friends and family. I specifically started doing albums when I got married and moved away from home and went to live in India. If I could photograph things and make an album and send them back to my parents in Sydney, then they could share the story. I used to write in those albums, and when I lived in Egypt, Greece and New Guinea I did the same thing.’ 

She goes on to explain that she also created a ‘Book of Life’ for each of her three children – a pictorial record of salient moments in their childhood which they each now possess – and a further six for all of her grandchildren to receive ‘when they are 21’. And these will, of course, include lasting memories of their schooling.

As Radford is about to turn 35 and has arrived at that stage in life when one is more than ready to reflect on the past, the college is all the better for Kay having inadvertently commenced its own ‘Book of Life’. The nine scrapbooks contain invaluable images from the 1983 Laying of the Foundation Day Stone; many colour photographs of ‘firsts’, such as sports carnivals, the school musical and other performances, fetes, building openings and of course 1986’s inaugural Year 9 Camp; youthful portraits of early staff and students; and myriad pictures of construction sites and before-and-after snaps as buildings were being raised and even ovals being cleared and flattened. (I use these photos to play “Guess the Building” with staff each month.) 

It is just as well Kay recorded these for posterity and she reminds us to be mindful in capturing these vital stages in the Radford history in order to better reflect in future years, possibly centuries: ‘The moment is important. The here and now is very important’.

I ask Kay which of her photographs is her favourite. She struggles with this, so I mention a few of mine which include a candid portrait of History Head of Department Helen Rasmussen and another of Founding Principal Jock Mackinnon talking to students, both at early athletics carnivals. But my favourite would have to be a photo Kay took of the first day of school – students walk over the rough, rocky and bushy terrain (which is now the P&F Oval) bright-eyed and bushy-tailed for the first day of lessons at a brand new school (all pictured below). 

‘That encapsulates the real beginnings out there in the paddocks. All the young ones, enthusiastic to come to this new college, tramping up from the bus stop with the big open fields there. It’s a good one’.

This points Kay towards a possible favourite, a photo of her three children, Jacqui, Stephen and Phil, taken on Dedication Day: 11 February, 1984. 

‘All I was doing in those days was just happily snapping away to capture the moment. And it just kept on going for as many years as I could possibly cram it all in.’ 

Radford is certainly proud of her own dedication and grass-roots commitment in doing this. The sharing of the early stages of the school’s story will now be enhanced for her diligence and care.

The first day of school, 1984

Above: The first day of school, 1984


The land that would become the Radford Ovals

Above: The land that would become the Radford Ovals


Founding Principal Jock Mackinnon, Athletics Carnival, 1984

Above: Founding Principal Jock Mackinnon at the 1984 Athletics Carnival


Helen Rasmussen, Head of History, 1990

Above: Helen Rasmussen, Head of History, at the 1990 Athletics Carnival


The Mendl children, 11 February 1983

Above: Kay's children, Stephen, Phil and Jacqui Mendl, 11 February 1984

Could any members of the Radford Community with similar photo albums or scrapbooks, clippings or memorabilia please let Mr Huitker know so we can scan a copy for Archives. 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.


Paul Southwell, Head of Junior School

JS News: 30 May 2018

30 May 2018

In a whole-child setting like Radford, students are challenged, supported, engaged, safe and healthy.

Dates to Remember

  • Thursday, 31 May – Belconnen Zone Cross Country
  • Thursday, 31 May – Year 5 Excursion to National Museum
  • Monday, 4 June – Kinder Transport Excursion
  • Tuesday, 5 June – JS Athletics Carnival                

There are some weeks where you feel that you are not making any ground, and then there are weeks where:

  • You meet with the new ‘embedded’ outdoor education staff member from the Outdoor Education Group, discussing how we can better use their expertise to build educational, intellectual and physical/emotional challenges for students, looking outside/beyond the camp-only approach.
  • Our college Strings leader works to prepare for our additional Year 3 Strings students in 2019.
  • Our flooring for the new undercroft arrives and we prepare to have it in place next week to better support our PE and OHSC programs.
  • Five solutions-focused teachers who have volunteered to drive our in-house teaching team’s coaching and supporting program meet. They challenge us further to best operate as teaching teams and engage and empower our classes. We discuss successes we are seeing, how we better measure engagement and how we use protocols to limit variations within. This is a great example of good teachers seeking to be even better.
  • We prepare to talk to potential Year 4 2019 families about the differences in our PYP. Today, most primary schools talk about ‘educating the whole child’, but rarely talk of how they do it. Our program, our teachers and our students do this each day.

In a whole-child school setting, students are:

  • Challenged – Within the school there is a sense and understanding of challenge, and not threat. Boys and girls are encouraged to challenge themselves, to take a risk and dare to be wrong. The days are spent questioning, listening and learning. 
  • Supported – In a whole-child setting people know you, they get you, they see you for who you are, they are there for you in the good times and the bad. Structures are in place to help.
  • Engaged – Whole-child schools are engaging places, staff members can walk into classrooms and not always be noticed as work continues, iPads and other technology are seen as teaching tools to better engage all our students, students collaborate constantly.
  • Safe – A whole-child school is a haven for all, the school strives to ensure that all feel safe, we seek a place where all are valued and listened to. This is a journey for all schools as they bring so many different families together for the first time.
  • Healthy – A whole-child school seeks to grow with its students. It sees the good in all who journey within its walls, it works to build an even healthier future.

Despite obstacles like the approaching winter, tired families, online issues and so on, we are challenged, supported, engaged, safe and healthy. 

It’s not simply the whole child who develops, it’s the whole person here.

Taking on the world - Ryan Stocks, Brianna Wiseman, Emily Li and Stone Sima

Our Maths Champs Represent Australia

30 May 2018

Applying mathematics to everyday problems

By Communications Manager Mick Bunworth

Four Radford students are representing Australia in an international real-life maths challenge.

Year 12 students Ryan Stocks, Brianna Wiseman, Emily Li and Stone Sima entered the International Mathematical Modeling Challenge (IM2C) with the help of maths teacher Kym Palfreman.

IM2C is a mathematical modelling competition where teams visualise, understand and apply mathematics to develop an original mathematical model that solves a common problem.

The Australia leg of the competition was coordinated by the Australian Council for Educational Research (ACER), with teams from 163 schools entering their mathematical model for assessment.

Twelve schools made it to the Australian final with two - Radford and Baulkham Hills High School in Sydney’s north-east – given a Meritorious Achievement award, the highest category in 2018.

The two schools’ entries will now be judged against 54 team solutions and reports from around the world in the IM2C 2018 international round, to be completed in July.

The ACT was well represented among the Australian round finalists.

Lyneham High School’s Ananya Ravi, Khubaib Qureshi, Celine Choi and Emily Brown worked with team advisor Rajesh Prasad to make it through, as did Marist College’s Tommy Lu who teamed up with Akshat Jain. The pair were advised by Tony Zhang.

Other Australian finalists were:

• Northern Beaches Secondary College, Manly Campus, Sydney
• Brisbane Boys College, Brisbane
• Ballarat Grammar School
• Camberwell Girls Grammar School, Melbourne
• John Monash Science School, Melbourne
• Ringwood Secondary College, Melbourne
• Perth Modern School, Perth

For more information, visit www.immchallenge.org.au


Rob Stretch

Introducing our new OEG Coordinator

30 May 2018

Radford welcomes Rob Stretch

Radford College has a new embedded Outdoor Education coordinator.

Employed by OEG and based at Radford, Rob Stretch originally hails from the UK.

Rob has worked in Outdoor Education since graduating from Kingston University in London in 1993. 

Rob in the office"I’ve worked for a number of great organisations in my life (Outward Bound, Tanglin Trust School) in a variety of roles (Head of Risk Management and Head of Outdoor Education) and consider myself incredibly lucky to be able to work in the environment that inspires and challenges us all in many, many, ways," he said.

Rob's wife is Australian and the couple moved to Canberra in 2005. They lived and worked here until an opportunity arose for them to relocate to Singapore between 2010-14, before returning to the Bush Capital. They have a six-year-old son.

"I’m young at heart, with a few weary bones in my body, but a great love of working and being in the outdoors on my own or with groups of students."

So why did Rob accept the OEG role at Radford?

"I’m here to help innovate and develop programs of outdoor learning, both in and outside of the school. I’m all about adding value to the great work that the teachers do in the classroom. I’m hoping to help build on that in a way and through programs, that inspire and excite our young people, to be the best that they can be now and in the future."

Carolyn MacKenzie in the Visual Art studio with Year 7 students

Experiencing community at Radford

29 May 2018

Amanda Andlee Poland, Head of Creative Arts

A student teacher reflects on her placement in the Creative Arts Department.

By Amanda Andlee Poland, Head of Creative Arts

Radford College is an active supporter of teacher education, and this term the Creative Arts Department has supported two tertiary student teacher placements.

Working with student teachers in this way allows them to understand and maximise their impact on students' learning. In  Creative Arts, we believe that, together, teachers can achieve more.

Carolyn MacKenzie, a first year student teacher at the Australian Catholic University, spent three weeks in her focus area of Visual Arts. She reflects on her placement.

It is amazing how many experiences can be packed into three short weeks. As this was my first placement in a school, everything was new and exciting. The staff and students at Radford College have made me feel very welcome and part of the community. From playing lunchtime sports with the Year 7 tutor groups, to helping set up for the student display for the Radford Art Show, co-curricular activities with Junior School students and attending the after-school professional learning sessions, I feel that I have had a wonderful opportunity to experience the community at Radford College.

Through the mentorship of Amanda Poland, my supervisor, and with Dimity Kidston, my knowledge of what it means to be a teacher has grown exponentially. The care and time that they both dedicate to their students is inspiring, and clearly pays off in the relationships that are formed and in the students' enthusiasm for Visual Arts. I have participated in Visual Arts classes from Years 7 to 12, which has given me a snapshot of the students' academic journey through the Secondary School. Despite my short time here, I have been privileged to begin developing relationships with both staff and students, and I know that these are what I will miss most about my experience at Radford. — Carolyn MacKenzie, student teacher, ACU

We look forward to welcoming Carolyn back later in the term to view the completed artworks created by Year 7 students.

We wish Carolyn and all other student placement teachers at Radford ongoing rewarding teaching and learning experiences, as well as long, fulfilling careers in education.

Dr Carr-Gregg hopes parents will have a conversation with their children about the program's content, should they watch it.

Special Report on '13 Reasons Why', Season 2

29 May 2018

Does your child watch this Netflix show? Dr Michael Carr-Gregg explains how it can put young viewers at risk.

By Claire Melloy, Director of Student Development

As you may be aware, Netflix has released Season 2 of the series 13 Reasons Why

This show is graphic and propagates ideas that could put young viewers at risk. 

The portrayal of characters is problematic and information is inaccurate and unhelpful. The creators of this show did not adequately consult suicide prevention groups, despite the second series displaying warning signs on the advice of mental illness organisations.

Parents need to be made aware of the content of this show and the dangerous implications it can have on young people. Unfortunately, the show romanticises suicide by portraying the main character as living on after death through narration, written notes and recorded messages.

In this SchoolTV Special Report, noted Child and Adolescent Psychologist Dr Michael Carr-Gregg highlights the areas of the show that concern the mental health community. He hopes that parents will have a conversation with their teenagers about the content, should they choose to watch it. 

If you have any concerns about your child, please contact the school counsellors for further information.

View Special Report on 13 Reasons Why 

Sarah Wilford broke records in the Girls' 14 years 50m freestyle at the Secondary School ACT Swimming Championships.

Sport Report: 30 May 2018

29 May 2018

Dianne Wilson, Admin Assistant

Radford defeats Burgmann in U18 Girls football, and wonderful results at the Secondary School ACT Swimming Championships.


U18 Girls – Radford defeats Burgmann, 7–1

By Vivienne Hook, parent

The U18 Girls kept on their season-opening winning streak when they played Burgmann at Radford on Saturday. 

An aggressive first half, with a goal each from Emily Li and Emily Shillington complementing a hat-trick kicked by Bobbi Sayers, left Radford in the commanding position of 5–1 at the break. 

Burgmann picked up their game during the second half, with more attempts at goal, but they were left unsuccessful by the tight Radford defence, led by Starzie Levics in goal. 

Bobbi Sayers put the nail in Burgmann’s coffin with another two goals in the final term. 

The final score was Radford 7 to Burgmann 1. The team, made up of players from three different 2017 teams, is improving on-field communication, with everyone playing better each week.

It’s exciting to be undefeated so far, for coach Natasja Vasta, the team, and their families. 



Secondary School ACT Swimming Championships

By Diane Wilson, Sports Administration Assistant

The Secondary School ACT Swimming Championships were held on Wednesday, 9 May at which 16 Radford students competed. 

There were a number of wonderful results in the pool and a special mention goes to Sarah Wilford, Year 8, for her record-breaking effort in the Girls 14 years 50m freestyle event with a time of 27.23. 

Congratulations, Sarah!

A convincing team: Harper Coghlan-Smith, Nea Exell, Amulya Thumma and Lara Espeland

Radford 2 leads the way

30 May 2018

Nick Ewbank, Head of History, Philosophy and RaVE

A Year 8 Radford team wins a division in the ACT Debating Union semester competition.

By Nick Ewbank, Head of History, Philosophy and RaVE     

For the first time in a significant number of years, a Radford team has won a division in the ACT Debating Union semester competition!

The Year 8 team comprising Harper Coghlan-Smith, Lara Espeland, Nea Exell and Amulya Thumma defeated Canberra Grammar 1 on Tuesday, 29 May in the grand final of the Junior Open Debating (older members of the College community would know this as the Ford Trophy competition).  

The team made it through six rounds of competition, then knock-out quarter and semi finals.

Lara Espeland was also recognised as one of the top 10 speakers in the competition.

We have had strong participation in debating this semester, with two teams in the Advanced Open (Years 11–12) competition, three in the Senior Open (Years 9–10) and five in the Junior Open.  

The two Advanced teams made it to their quarter finals and one advanced to the semi final.

Coaching has been provided, with great skill and enthusiasm, by Maddy Renshaw and Louis Sanders, both university debaters at ANU.  

Ms Browning, Ms Whiting and Ms Vassallo have provided invaluable support to our participation by taking on TiC roles and it was great to see Helen Tong, Captain of Debating, supporting the Year 8s at the grand final.

It has been a great start to the year, and we hope to see even more success next semester!

Our talented students inside the ACT Legislative Assembly

The Year 9/10 Parliamentary Debating competition

30 May 2018

Hannah Vardy

Students argue two controversial topics at the ACT Legislative Assembly in Civic.

By Hannah Vardy, Year 9 student

On Friday, 25 May, Ageesh Singh, Finn Maguire, Stephen Pantazetzis and I attended the Year 9/10 Parliamentary Debating competition at the ACT Legislative Assembly in Civic. 

We prepared two topics: that elite sportspeople should receive equal pay regardless of gender, and that Australia should become a republic. 

We talked about our side of the topic, and then answered prepared and unprepared questions from the floor. We also listened to other controversial topics being debated very well. 

Ten schools from around the ACT region participated in the event, and it was a really fun day. I learned a lot about how our territory government works and about the various other topics debated. 

I would like to thank Mr Ewbank for accompanying us on the day and coordinating the event.

Outside the ACT Legislative Assembly in Civic

Engaging Adolescents workshops will run in June

Workshops for Parents: Engaging Adolescents

30 May 2018

Therese Neill, Counsellor

Places are still available for these three practical workshops designed to help parents support their teens.

By Therese Neill, Counsellor

During adolescence a young person experiences profound physical and neurological changes. At times this can be overwhelming.

Parents and carers are in a unique position to support adolescents develop the ability to manage strong emotions, tolerate frustrations and cope with tough conversations. 

Radford parents are invited to sign up for a series of three consecutive workshops designed for parents of adolescents aged 12–18. Places are still available. 

These Engaging Adolescents workshops will run from 6–8pm in the College Boardroom, on the three following dates:

  • Wednesday, 6 June
  • Wednesday, 13 June
  • Wednesday, 20 June. 

Parents and carers will learn:

  • The common concerns carers hold and reasonable expectations to have of your adolescent.
  • A deeperunderstanding of the changes your young person experiences during adolescence.
  • A three-option model and flow chart to guide decision-making around when to intervene with adolescent behaviour.
  • Skills to build and maintain a relationship with your teenager.
  • Skills for tough conversations for those problems you just can’t ignore.

About the presenter, Therese Neill

I am a school psychologist working in the Radford Secondary School. 

I have worked for over 25 years as a psychologist in a range of settings, spending the past 20 years in tertiary and secondary education.

I enjoy working with adolescents and families, am a parent to two teenage children and am very much looking forward to sharing the ideas of 'Engaging Adolescents' with Radford families. 

Course registration

Register for this course by contacting Helen Batt on 6162 6269. 

Places are limited. 

Course cost

The course costs $30 which will be charged to your child’s school account.

Students participate in the Bell Shakespeare Players reprisal of Macbeth

Bell Shakespeare Players navigate a tricky script

30 May 2018

Claire Huang and Kate Miller

Year 10 English students experienced a different spin on Shakespeare’s Macbeth

By Claire Huang and Kate Miller, Year 10 English students

Last Thursday, in light of an upcoming English exam on William Shakespeare’s famous play Macbeth, Year Ten was given the amazing opportunity of witnessing a Bell Shakespeare reprisal of Macbeth. Bell Shakespeare is Australia’s only national theatre company, and it is dedicated to presenting Shakespeare to people from all walks of life in a way that is relevant to modern Australians.

TB Millar Hall ready for some classic theatre

The production gave a comedic take on Macbeth. In a modern twist on the play, a narcissistic actor, Will, is finding it difficult to understand and act the character of Macbeth. With the help of Mary (Lady Macbeth) and the director, he explores the motives of the character he plays. During the course of the rehearsal, Will, Mary and the director have to navigate Scottish accents, ‘Showmances’ and Will’s diva-like attitude, whilst trying to understand Shakespeare’s writing: all very tricky tasks.  

Ms Fitzpatrick as King DuncanThe play was not only educational, but also full of humor, laughter, drama and fun. The actors were enthusiastic, knowledgeable and keen to share their expertise with us. Highlights included Ms Fitzpatrick’s incredible acting skills as King Duncan, and the skilled portrayals of the three witches by various members of the audience. We found the production extremely insightful, as it offered a glimpse into not only Shakespeare’s mind, but also the director and actors’ understanding of the play. It was fascinating to see various interpretations of single characters, lines and scenes presented, and certainly enabled us a look at Macbeth through a new lense, and widened our knowledge of the play.  

We are extremely grateful for the opportunity to develop a deeper understanding of Macbeth, its plot, the complex characters and a better grasp of the many themes within. We would like to thank the English teachers for organising this incursion, and the Bell Shakespeare actors for their time and knowledge.  


Round Square exchange

Exchange opportunity – Markham College, Peru

Two students (1 male and 1 female) have the opportunity to undertake a Round Square exchange with Markham College in Peru. 

The students from Markham College would travel to Australia and be hosted by you and your family from late January through the first weeks of February 2019.

There are a number of different times when you could undertake your exchange, as follows:

  • August 6 to September 30 2018
  • Any time from March to July in 2019 (you can certainly reciprocate after they have exchanged here)

The female student would be most suited to a student currently in Year 9 or 10.  

The male student would suit a student currently in Year 10 or Year 11. 

Three Radford students have already exchanged with Markham College and have each found it to be an amazing opportunity and experience. 

Please contact Kath Notley, Head of Year 10 for further information.