Radford Bulletin Term 2, Week 9 – 27 June 2018
News & Articles
Butterfly Foundation Presentation
"Body-confident children and teens": info for parents 6–7.30 pm, 31 July, Heath Lecture Theatre
New and Second-Hand uniform shops
Holiday opening hours for the College's two uniform shops now available
27 June 2018
Staffing matters, driver behaviour, a review of the Gonski 2.0 Report, holiday tours and end-of-semester best wishes.
As we conclude another busy term, it is timely to reflect on all that has been learnt and achieved, but also what needs to be initiated in the future, for all students to reach their full potential. The Semester 1 reports, which are currently in the final stages of production, will provide students and parents guidance about the way students can improve their results in the future. It is important that this advice is both absorbed and actioned.
At this stage, Junior School parents should receive an email this Friday alerting them that reports are ready for viewing, while Secondary School parents should receive a similar email a week later on Friday, 6 July. You can again view a short video update about accessing online reports through Radford Online and SEQTA.
We eagerly look forward to welcoming our new Deputy Principal and Head of Secondary School, Dr Adrian Johnson, to Radford in the final week of the holidays. Adrian and his wife will be relocating from Queensland over the first two weeks of the break, and he has told me on many occasions that he is really looking forward to getting to know people and understanding the workings of Radford. I hope the change in climatic conditions is not too much of a shock for him!
In Semester 2, Ms Emily Leong will assist our current Acting Director of Co-curricular Music. Emily is no stranger to Music at Radford as she is currently the Director of keyboards and a part-time teacher of Music.
Driver behaviour inside the campus
Driver behaviour inside the College campus has become an increasing concern, especially in the mornings. We’ve had reports of speeding vehicles, dangerous overtaking and even an accident where the driver refused to stop and give their details. I’m disappointed that I have to remind drivers to take extra care when inside the campus. The speed limit is 20 KPH, and that drops to 10 KPH in areas with high pedestrian usage. Remember that students and other pedestrians will behave unpredictably and the consequences of adding speeding or dangerous driving to congested areas should be obvious. Being late is no excuse for poor driving. Please slow down and drive carefully at all times.
Review of the Gonski 2.0 Report
It is now nearly two months since the Gonski 2.0 Report was released to the public, and during this time there has been extensive media coverage examining the pros and cons of each of the 23 recommendations detailed in the Review to Achieve Educational Excellence in Australia.
Recognising excellence in education as a national priority, the Australian Government established the Review in July 2017. Mr David Gonski AC chaired the review and was supported by an independent panel of experts drawn from different states, school systems and sectors.
The review panel was asked to recommend ways that Australia could improve student outcomes, return to being one of the top education systems in the world, and ensure that school systems and schools truly prepare Australia's young people for an ever-changing world.
Despite there being some key recommendations that have sparked particular interest, overall, the report falls short of what schools and school systems require to improve student results. In many ways, the report is a smorgasbord of popular ideas that have been doing the rounds for some time. These include ‘the development of contemporary pedagogy through the use of collaboration, mentoring, observation and feedback,’ ‘embed a focus on individual student achievement through continuous learning progress’ and Professor John Hattie’s mantra that young people should gain ‘a year of learning growth from a year of schooling’.
All these recommendations and many of the others listed have been part of the teaching and learning focus at Radford for a number of years. It is now nearly three years since we introduced the Community of Practice in the Secondary School and the Staff Mentoring in the Junior School, both of which focus on peer-to-peer classroom observations, collaboration, feedback and mentoring. Using and understanding data to individualise student learning has also been a priority at Radford in recent years, particularly over the last 18 months. And, finally, we have been working closely with John Hattie and his team at Melbourne University on the Visible Learning Program, whereby teachers become evaluators of their own teaching. Visible Teaching and Learning occurs when teachers see learning through the eyes of students and help them become their own teachers.
Additionally, Recommendation 8 to ‘strengthen school-community engagement to enrich student learning through the establishment of mechanisms to facilitate quality partnerships, including engagement in mentoring, volunteering and extra-curricular activities, between schools, employers, members of the community, community organisations and tertiary institutions’ is not something new for Radford. The College has been working hard for many years through our co-curricular program, service learning program and RAS to strengthen relationships with external organisations including individuals, employers and community organisations. This is so clearly evident in our work with Black Mountain School, Cranleigh School, ParkCare ACT, and OzHarvest, just to name a few, and our tours to Gamillaraay Country and Timor Leste.
The report makes recommendations across a variety of areas, but there are a handful that have the potential to be innovative and ‘game changing’, while others are just simply radical.
One of the recommendations that falls into the former category is the recommendation to ‘develop a new online and on-demand student learning assessment tool based on the Australian Curriculum learning progressions.’ The aim of the proposed online assessment tool is to facilitate more individualised learning so that teachers can tailor their teaching to particular students’ needs, as opposed to what the report calls ‘the industrial model of schooling’. If this sort of online tool could be developed, we may be able to do away with NAPLAN testing and focus more on individuals’ progression, rather than school and sector wide comparisons.
It is in the areas of curriculum, assessment and reporting that the report deviates most from our current system. Central to the recommendations is the view that our current national curriculum, which is organised into year levels rather than levels of progress, leaves some students behind, fails to extend others and limits potential opportunities for true curriculum differentiation. The report argues that we should be focusing on maximising student learning growth rather than pigeonholing students into expected growth by year level.
In terms of reporting, Gonski 2.0 recommends that individual student achievement can be better understood and catered for if there is a focus on student attainment as well as learning gain. The report argues that this will give students and parents not just information on where they sit relative to ‘lockstep’ level years, but more tailored information about individual progress.
On reflection, I believe that most educators would find at least one point, finding or recommendation in the report they could readily support, and most would already be implementing them in their schools. We now need to wait and see what governments will make of Gonski 2.0 and which, if any, of these recommendations become enshrined in legislation or bound up in funding arrangements.
As is customary at this time of the year, we have a large number of students travelling locally, nationally and internationally as members of Radford tours and camps.
The 20th Gamilaraay Trip departed last Saturday with 23 students from Years 11 and 12. As usual, they have travelled to northern NSW to work with young Indigenous students in four local schools: Minimbah Preschool/Primary School, Kiah Preschool, Moree East Public School and Tingha Public School. They return to Canberra on 1 July.
Last Friday, for the 10th consecutive year, a group of Radford Years 11 and 12 students left Canberra to spend time in Timor Leste, to return two weeks later on 6 July. This year we have our largest-ever contingent of 25 students and 4 staff, who will be working in schools, orphanages and other community groups in Dili and surrounding areas.
A group of 11 students, all boys, from Years 10–12 left for the USA last Saturday as part of their Science and Technology Tour. They will be visiting Seattle, Chicago and Alabama, returning home on 8 July.
A Round Square service trip involving 11 students from Years 9 and 10 will leave For Cambodia on 6 July, returning home on 16 July. These students will work with students from other Round Square schools in schools and other institutions in Cambodia. A group called Rustic Pathways is organising this trip.
The annual trip to Central Australia, involving 23 students from Years 7–9, leaves Canberra on 30 June and returns home a week later on 6 July.
The Snowsports Holiday Camp will take place from 15–20 July at Perisher Valley, involving 38 students from Year 3 through to Year 12.
On the final Saturday of the holidays, we will welcome to Canberra the students from Stanford Lake College, South Africa, who will be starting their five-week Round Square exchange at Radford. They will be in the College until 24 August and will fly home to South Africa with their exchange partners, the 16 Year 9 Radford students who will then begin their five-week visit to Stanford Lake College.
I wish all these teachers and students safe travels and we await news of their adventures on their return.
End of semester
Finally, I would like to extend my best wishes to all the Radford College families as we begin our mid-year vacation.
I hope you all have a very relaxing and enjoyable holiday period and we look forward to seeing all our students return safely on Monday, 23 July.
25 June 2018
Erin Tuineau, Chaplain
For myriad reasons many of us will always find ourselves drawn to walking alongside young people.
I was talking with a friend the other day about why some of us choose to work with young people throughout our lifetime.
I know I first became drawn to being in the company of young people when I was a youth group leader at my local church, nearly 20 years ago now. I was training to be a visual arts high school teacher, and my priest at the time thought it would make sense if I helped lead the youth group. Which it did. But what the priest did not know was that I had never had any experience in this area, not even in babysitting. So, off I went to youth group, not sure what to expect, very unsure that the kids would connect with me, and generally a bit nervous. However, what I discovered was a group of young people simply wanting to hang out together, connect with each other, and have some leaders to help them do that. What I remember most about those youth group gatherings was how much I enjoyed being in the presence of these young people. And this enjoyment has never stopped. In this article, I am hoping to explore why this is the case, not just for me, but for all those that that work with youth.
Last year, on the ABC program Compass, there was a series of shows about why people choose to teach. In one of the interviews a teacher said that although teaching can sometimes be exhausting, what she loves about it is that you need to be ‘in the moment’ 100 per cent of the time. She went on to say that you need to be ‘real’ with the students in every interaction you have with them. Even Steve Biddulph mentioned at the staff session the other day that young people can detect ‘fake people’ very quickly. It is like a sixth sense for them. This is why when you live and work with young people they have a way of getting you to face who you really are. I believe this is their gift to us as adults, to bring out our authentic self. I know we often think we are the ones that need to teach them how to live with integrity, which I think we have some responsibility to do, but, really, they are the ones that teach us how to ‘walk the talk’. I say this because if we are not living out who we are at the core of our being, they have a way of bringing it to our attention. I know the times when I have pretended to be someone I am not with young people, and it has never worked. By that I mean that they simply were not interested in listening to what I was saying or doing. So, if you are needing a lesson in how to become more comfortable in your own skin, spending time with young people is definitely the answer!
The other wonderful thing about working with young people is that they are living in a very liminal space. This means that they are going through a time where they are trying to work out who they are and what they believe in. It is always a privilege to journey with young people as they try to work out their sense of self and their worldview. One has to be very careful, though, to not just feed them instructions on how to do this, but, rather, to ask them the ‘right’ questions so they can work these things out in their own time. As a priest, I love being able to explore with young people their understanding about the spiritual side of life, as they tend to have such open minds about this topic. And they are so honest about what they think about God and all things religious, which is extremely refreshing, because sometimes as adults we become too afraid to even broach this subject for fear of offending someone else. My experience of young people is that they have a natural ability to respect one another’s beliefs and world views. Of course, there are times when they can be judgmental, but overall they are very accepting of each other’s opinions.
These are just some of the reasons I think many of us will always find ourselves drawn to walking alongside young people. They can test your boundaries at times, press your ‘buttons’ and leave you puzzled by their actions, but they can also be full of life, eager to learn and just a delight to be around. They also have a wonderful sense of humour, which as adults we can often be in desperate need of!
25 June 2018
Collegians working at Black Mountain School build on opportunities and interests sparked at Radford.
By George Huitker, Director of Service Learning
Walking into Black Mountain School (BMS) last month, the Year 10 volunteers and I were chuffed to see that two members on the staff were Radford collegians, Cameron Sambridge (Class of 2016) and Daniel Tedeschi (Class of 2014).
As BMS Principal Lara Coman explains, ‘BMS is an exciting and challenging place to work, and one of the keys to our success is our dedicated staff. Cameron and Daniel were involved in BMS through different programs at Radford College, their interest in working with us was sparked and now as young adults they are employed by us. Both come already having an understanding of what it means to be a part of the BMS community. The way that they interact with our students and help them learn is exceptional’.
Cameron Sambridge is currently in his second year of university and is studying Psychology. ‘I started at BMS at the beginning of this year when I thought about how much I missed doing work which had a real meaning to it. It wasn't until I had left Radford for a year that I had realised how much I missed it. I now feel like I've absorbed a new way to engage and interact with all people and have found a greater sense of belonging.’
Cameron was deeply inspired by the BMS staff: ‘I admire the BMS staff and executives. It's hard to put in words how much they have opened my eyes in terms of building relationships with kids, learning and teaching’.
Of his time at Radford, Cameron explains that he is ‘probably most grateful for the opportunities which were provided to do communal and meaningful volunteering. These opportunities included BMS visits, Gamilaraay trips and community service. Throughout my time at Radford, I always loved doing disability work and linked it into the Psychology I was interested in’.
Daniel Tedeschi is similarly balancing part-time work and part-time study. ‘I am currently studying politics at UC and I started part-time work at BMS this year. I absolutely love working there. The staff are excellent and I enjoy being part of such a strong team. I initially became involved with Black Mountain and Cranleigh Schools in Year 10, when I volunteered once a week.’
Daniel’s other school highlights include trips to South East Asia and to Gamilaraay Country, where he worked alongside staff and students at Minimbah Primary. ‘I also thoroughly enjoyed my time playing in the various Radford bands and orchestras,’ he adds, highlighting his diversity of interests.
Daniel also gained inspiration from former principal Phillip Heath: ‘He had an incredibly kind and caring nature and a great personal connection with all the students at Radford – and there were so many! I never knew how he remembered so many names’.
And it is this ‘personal connection’ one sees Daniel emulating in his work at BMS. ‘I feel that I can connect well with students with various disabilities. I am patient and it is incredibly rewarding when I witness students succeed in various tasks. I especially enjoy helping the students work in the cafe. I like seeing how this kind of practical activity builds their confidence and social skills.’
I asked both Cameron and Daniel if they had any advice for the current crop of students. ‘First off – to not be stressed,’ suggests Cameron. ‘Stress is a time-muncher which ate away at a lot of my Year 11 and 12 time. Also involve yourself … One of the biggest realisations no one tells you until you leave is that everything at Radford is so readily available. It's so important to engage because when you leave it’s all up to you.’
Daniel concurs: ‘Take advantage of as much as you can while you are at Radford. It is a great school that offers so much more than just academic outcomes. Take part in co-curricular activities, volunteering etc. These things will provide you with skills that you will use throughout your life!’ He also is quick to advise that when leaving school ‘make sure that you do what makes you happy. Don’t let anyone else’s opinion dictate where you should be or what you should be doing’.
Walking out of Black Mountain School that day, it was hard not to feel proud of these men for returning to a place that evidently left a big impression way back in Year 10. As Principal Lara Coman observes, ‘It is exciting to see the partnership that BMS and Radford continue to grow and impact the lives of so many, even as our students graduate’.
She concludes by stating, ‘We know that we are lucky to have Cameron and Daniel with us while they continue with their studies and determine their next big steps. The skills and values they will take with them in their careers and community lives are at the very heart of what the BMS and Radford partnership tries to achieve: inclusivity and growing and learning together’.
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.
27 June 2018
A fantastic drama production, Semester Reports as part of our reporting cycle, and staff changes for Term 3.
Dates to Remember
- Thursday, 28 June – Year 1 and 2 World of Maths
- Thursday, 28 June – Year 3 Strings Concert
- Thursday, 28 June – Last Day of Term 2
- Monday, 23 July – First Day of Term 3
Here we are once again, and I just cannot believe we are midway through our school year already!
We talk and talk here about wellbeing and growth mindsets, and you know I also often say ‘live it, don’t laminate it’. Last week’s Years 5/6 Drama Production The Twits truly lived all these things beyond expectation.
As a school leader I am particularly thrilled about the growth of our productions over the past two years – last year under Craig Donaldson, and this year led by a contracted Drama Teacher/Director, Kate Bettison.
It has been wonderful to see our students’ capacities grow within a drama production. Beyond the wonderful acting, our Junior and Secondary students provided most of the background production crew, our tech and lighting crew was made up of two collegians who came back to support us, as well as a Year 6 student, and our staff joined Kate’s team in supporting and developing our Years 5/6 girls and boys into becoming true and brilliant Twits!
I spent last weekend and much of this week being the final proofreader of Semester Reports, which are due to be online for parents this Friday. While it sounds so ‘hard-workingly’ good that I’ve done this, I'm simply backing up the Junior School Leadership Team who have proofed reports and, most importantly, the class and specialist teachers who’ve done the real work in writing them. This outcome forms part of our reporting cycle, combined with end of unit feedback, parent interviews, Exhibition and Learning Journeys, to name but a few of our reporting formats.
The thing I have taken away from these reports is that our staff know our students really well, and that they seek to walk with and support each and every student in our school. I thank them for the time taken to produce these reports, as we set our sights on Semester 2.
Our K–4 playground site is beginning to take shape as shade sails are placed this week and preparation commences for some of our spaces. In usual fashion, look out for some different approaches to playgrounds and a strong student voice.
Finally, I wish to share some staffing news. This week we will be farewelling Ellie Ellis (for a short time) as she and her husband prepare to welcome their second child. Ellie will be replaced by Marg Koenen, a recently retired principal who will continue to develop our Wellbeing Program. Dean O’Brien will be on long service leave next term and we are fortunate to have Shelly Selzke to cover him. Dean will no doubt have some long stories to share on his return!
I would like to complete our semester with a warm thank you to all our families for your support to date. We talk about community, about belonging, about the whole child. You walk with us in making this a reality.
27 June 2018
Several bus routes affected
Transport Canberra has advised of changes at Woden Bus Station.
Routes: 412, 416, 424, 425, 490, 492, 504, 653, 840, 844, 863
Commencing: Monday 2 July 2018 (until further notice).
Change: All services will be departing from Platform 3, Woden Bus Station.
The map outlines the new temporary platform closures/relocations at the Woden Bus Station.
27 June 2018
Reviewing potential dangers associated with this online game.
By Claire Melloy, Director of Student Development
Most parents of adolescent children would be aware of the online game, ‘Fortnite’.
For many young people, the addictive nature of this game is having adverse effects on their behaviour and affecting their mental health. With over 125 million registered players worldwide, this game encourages players to battle each other to death using a variety of weaponry.
With an age rating of 13+, Fortnite raises many cybersafety concerns. Unfortunately, it allows unmoderated chat between players, leaving children exposed to being contacted by 'randomers' online. This function alone makes it unsuitable for primary-aged children.
In light of last week’s World Health Organisation announcement, recognising ‘gaming disorder’ as a mental health issue, this special report will help parents gain a greater insight into Fortnite and the concerns surrounding it. Parents are encouraged to reassess their gaming allowances and better manage technology usage at home.
With school holidays – and ample free time – just around the corner, this Special Report reviews the potential dangers associated with Fortnite.
If you have any concerns about your child, please contact our college counsellors.
27 June 2018
Claire Melloy, Director of Student Development
Radford will host a presentation from The Butterfly Foundation on 31 July.
By Claire Melloy, Director of Student Development
Body image is consistently reported as one of the top three concerns for young people.
With society’s increasing obsession with appearance and diet it can be difficult for parents to know how to support positive body image.
To help with this, Radford will host a presentation from The Butterfly Foundation on raising body confident children and teens on Tuesday, 31 July.
The Butterfly Foundation is Australia’s leading not-for-profit for eating disorders and body image.
This seminar aims to empower parents so they feel better equipped to help their child develop and maintain body confidence through their child and adolescent years.
Topics covered include:
- Background on body image and importance of prevention
- Brief overview of eating and body related issues and warning signs
- Key influences on body confidence
- Importance of role modeling positive body image and healthy behaviours
- Understanding ‘Fat Talk’ and handling ‘stuff’ they say
- Awareness around behaviours that increase or decrease body satisfaction
- Referral and support information
- Please note, this session does not cover dealing with fussy eaters
Date: Tuesday, 31 July 2018
Venue: Heath Lecture Theatre
Time: 6:00 – 7:30 pm
No need to RSVP
For more information, visit thebutterflyfoundation.org.au
27 June 2018
Hard work and intense training ahead of international matches
By Communications Manager Mick Bunworth
Radford’s Jay Macdonald travels to South Africa this week to represent Australia in hockey.
The Year 11 student was selected for the Under 17 Australian Schoolboys side while playing for the ACT in the Pacific School Games tournament last year.
The Australian side will spend a week training and playing practice matches against school and club sides in Cape Town, before heading to Durban for three Test matches against an Under 18s South African Schoolboy side.
Jay has been playing hockey since he was 10, and his dad, Radford teacher Darryle, played representative hockey for the ACT in the late 1980s.
In the lead up to South Africa, Jay has been doing individual training sessions every day, playing with the Under 21 ACT Academy of Sport (ACTAS) during the week, as well as continuing to fulfil his club hockey commitments.
'I’m really excited for it. I’m just hoping to get the best out of myself that I can. It’s not always possible to play at your best, so that’s my hopes for it, to play the best that I can,' Jay said.
Hockey might not enjoy the same following as cricket and rugby in South Africa, but it is still a popular sport with a high standard.
Jay, who tends to play as a back or mid-fielder, says he expects the slightly older South African side to be tough opponents and the Australians will need to play extremely well if they are to win the Test match series.
'I’ve had mates go over there in previous years and the games are always close. They’re quite big boys and they’re pretty quick, so it will be an interesting test.'
27 June 2018
Audrey McCormick and Tilly Stanier, Year 10 students
A program to discourage adolescent risk-taking has a powerful impact
by Audrey McCormick and Tilly Stanier, Year 10 students
The P.A.R.T.Y program (Prevent Alcohol and Risk-related Trauma in Youth) was an insightful look into what life is like for young people after accidents caused by alcohol or taking risks. We started our day with a presentation from several nurses from the trauma unit at the hospital. We talked about the ways in which young people have been injured or injured other people as a direct result of risk-taking and we heard how Canberra Hospital treats trauma patients. We heard about the whole process of recovery starting from the accident itself until full recovery, though full recovery is not possible for some patients. After that, we heard presentations from a paramedic and surgeon who deal with trauma patients every day. They talked about their experiences as a first responder to a risk-related incident and the long surgeries and complications that happen after a patient is brought to hospital. We also had a presentation from a young person who had been injured whilst driving under the influence of alcohol. He shared his experience with how he got involved in risky behaviour and how the accident took place as well as his recovery and how he dealt with the amputation of his leg. He told us how the accident affected every part of his life including his family, work, girlfriend and friends. Each presentation provided a new perspective on the effect of alcohol and risk-related trauma which gave us a full understanding of the issue.
After hearing from the nurses, paramedic and surgeon, we took a tour of the hospital where we talked to a patient whose injury was caused by his risk-taking on motorcycles and we conducted a simulation of what happens when a patient is brought into to hospital. Talking to someone who had been directly affected by risk-taking was moving and showed us how risk-related trauma is not an event that only happens in movies or TV shows, it can happen to anyone that is not careful. The simulation was also interesting but hard, because we saw how intense and stressful it is for everyone involved in the incident, including paramedics, nurses, surgeons, family, friends and of course the patient themselves.
After, we took part in a range of activities stimulating what it was like to live with the effects of risk-related trauma. We were shown the effects of trauma on daily functions such as movement, swallowing and sight – all crucial for everyday life. We wore goggles that impaired our sight, we ate food that was made for when your capacity to swallow is diminished and we saw the steps of physiotherapy required to reteach patients how to walk. These activities were extremely difficult to do and they took a long time, which showed how trauma is not something that affects you for a few weeks or a few months but something that completely changes your life.
After we had finished our activities, we had a quick presentation to summarise the information we had been given over the course of the day. The whole day was extremely informative and I am sure that everyone would agree that we learnt a lot. Each activity was both enjoyable and thought-provoking and each time we heard from a different person from the process of recovery, we saw another aspect and perspective of recovery. Seeing how alcohol and risk-taking can make such a huge impact on so many people was a huge deterrent from making bad choices and taking unnecessary risks. Thank you to Ms Notley, Mr Davis, Mr Hawkes and everyone who helped organise the event!
26 June 2018
Dianne Wilson, Sports Admin Assistant
A big week for girls' rugby, with an ADF women's team visit and the Brumbies Schoolgirls 10s Rugby Gala Day.
By Dianne Wilson, Sports Administration Assistant
Congratulations to Sam Roberts (Year 9) who has been selected in the ACT Schoolboys AFL team.
Congratulations also to Sarah Wilford (Year 8) and Chelsea Kenneally (Year 10) who both qualified for a final at the 2018 Georgina Hope Foundation Australian Age Swimming Championships.
Australian Defence Force Women’s Rugby Team visit
On Tuesday, 19 June the Australian Defence Force Women’s Rugby Team visited Radford College as part of their training camp in Canberra.
The team ran a coaching clinic with the Radford U16 Girls Rugby team (pictured, left).
It was a great experience for all.
Visit from Townsville Grammar
Radford hosted a visit from Townsville Grammar on the weekend, during which a game of netball and rugby were played.
Townsville defeated our netball team 24–15, however the invited Wests Rugby side were too strong for Townsville, coming away with the win.
Brumbies Schoolgirls 10s Rugby Gala Day
Congratulations to the group of Years 9, 10 and 11 girls who won the Brumbies Schoolgirls 10s Rugby Gala Day on Wednesday, 20 June.
The girls played their grand final match against Bega High School, coming from behind to win 12–5.
Rugby results – Saturday 23 June
U16 Girls – Radford 38 defeated Vikings 17
First XV – Radford 21 defeated Daramalan 20
Girls: Our two oldest teams, the U18 Girls and the U16/2 Girls are on track to compete in semifinals this year. The U18s are 3rd on the ladder, missing out on 1stonly due to goal difference. The U16/2s are currently 5th on the ladder, also only due to goal difference.
Boys: the U12/1s are currently sitting 2nd on the ladder, only two points behind top spot. The boys have enjoyed some large wins in the last couple of weeks (see following update). The U12/3s are currently sitting 3rd but averaging a whooping eight goals a game! The U13/2s won their first game of the season on Saturday but are not being outplayed in their competition. The boys are hoping for a late-season comeback. The U15/2s are currently sitting 2nd in their competition. The U18/1s are currently 3rd and the U18/3s are a comfortable 4th, with both set to make semifinals.
U12 Division 1 Open – Young guns marching on
By Sureshni Fernando, parent
The Radford U12/1 Open Football Team consists of Junior School students as well as three Year 7 students. The boys (pictured, below) are proud of their new football shirt and representing their much-loved school every Saturday.
The team is driven by a passionate coach, Brian Kelleher, who urges parents to be committed as he is. This is a hard task and no one can match his desire to coach this team, along with team manager Damian Woods and the two training assistants, Ian Watt and Mark McIntyre. It is worth noting that the leadership group comprises parents of players.
The team, competing with 13 teams across Canberra, is undefeated so far, with seven wins and one draw. They are currently sitting in 2nd place on the ladder.
Early morning training at 7 am on Tuesdays is a struggle, not only for the kids but parents too, however the turn-out of a full team each Tuesday morning should be commended. Some days the players see the sun rise and train alongside kangaroos that look on with curiosity.
Coach Brian keeps the parents updated with the weather conditions and his gentle reminders to make sure our sons have proper attire make you feel appreciated – not only does he have passion for the game but care for the players too.
All I can say is whatever the outcome may be in Term 3, the team have earned our respect and they have given it their best shot for the school.
I wish them good luck!
13 June 2018
Cornerstone Donors help launch appeal
The Radford Foundation has launched its 2018 appeal for donations.
Appropriately, the campaign was launched at the construction site of the new Secondary School commons building. Cornerstone Donors Richard Kenyon, Marcus Graham, Malcolm Lamb, Donna Driver and Colin Stewart, who made generous donations to the Foundation in its first year, were impressed with progress of the work.
Donations of any amount are welcomed by the Radford Foundation. Those wishing to be acknowledged as a Cornerstone Donor can do so by contributing $1,000 or more by the end of 2018, at which time the Cornerstone category will be closed.
Inquiries about your proposed donation can be directed to firstname.lastname@example.org
The Foundation operates three funds: a Scholarship Fund, a Major Projects Fund and a General Fund.
The Foundation Directors were honoured recently to award their first full two-year scholarship to a new student commencing Year 11 in 2019. The terms of the Scholarship recognise a student who demonstrates outstanding achievement and community involvement but whose personal financial circumstances prevent them from enrolling at the College.
The Foundation is delighted to announce three classes of donation, to take effect from 2019:
Bronze – one-off donation of $5,000 or a pledge of $1,000 per year for five years
Silver – one-off donation of $10,000 or a pledge of $2,000 per year for five years
Gold – one-off donation of $25,000 or a pledge of $5,000 per year for five years
Perpetual recognition of Cornerstone and substantial donors is under consideration and The Foundation Directors will announce their plan for this in the near future.
Read more about our Cornerstone Donors - in their own words
20 June 2018
New and second-hand shops' trading hours
P&F Uniform Shop (second-hand uniforms)
NB: The Second-hand Uniform Shop will be closed for renovations on Friday 29 June and for the first two weeks of the holidays. The shop will reopen on Wednesday, 18 July (Week 3 of the holidays) for its standard trading hours.
Friday 29 June – closed
Wednesday 4 July – closed
Thursday 5 July – closed
Friday 6 July – closed
Wednesday 11 July – closed
Thursday 12 July – closed
Friday 13 July – closed
Wednesday 18 July – open 7.30–9.30 am
Thursday 19 July – open 2–6 pm
Friday 20 July – open 8 am – 12 pm
The shop will resume standard hours of operation during Term 3.
Standard hours of operation are:
Wednesday 7.30–9.30 am
Thursday 2–6 pm
Friday 8 am–12 pm (closed Public Holidays)
Phone: +61 2 6180 1087
Perm-A-Pleat Uniform Shop (new uniforms)
Please be advised that it is no longer possible to have new uniform items added to student accounts.
NB: The new Uniform Shop will be closed for the first two weeks of the holidays. The shop will reopen on Monday, 16 July (Week 3 of the holidays). The shop will resume standard trading hours on 23 July.
2 to 13 July – closed
16 July – open 7.45 am–1.45 pm
17 July – open 11.30 am–5.30 pm
18 July – open 8.00 am–2.30 pm
19 July – open 11.30 am–5.30 pm
20 July – open 7.45am–1.45 pm
The shop will resume standard hours of operation during Term 3.
Standard hours of operation are:
Monday – 7.45 am–12.45 pm
Tuesday – 12.30–5.30 pm
Wednesday – 8.00 am–1.30 pm
Thursday – 12.30–5.30 pm
Friday – 7.45 am–12.45 pm
Phone +61 2 6180 1088
20 June 2018
Q. Where is the Hagia Sophia?
If you look forward to medical appointments as an opportunity to scour the pages of Who magazine, Readers Digest or National Geographic, then the 2018 P&F Trivia night is your once-a-year opportunity to shine. Bring your general knowledge of global politics, your obscure facts about anatomy, your surprising repertoire of glamour rock lyrics and show us your inner polymath. Great prizes and lots of fun.
Organise a table of 8–10 friends and get creative to win a prize for best table theme or team uniform.
Individuals are welcome to purchase tickets and be placed on a table.
When: 6.30–9.30 pm, Friday 21 September
Where: TB Millar Hall
Tickets: $10 per head. Book online at TryBooking.
A. Istanbul, Turkey
20 June 2018
Save the date – 18 August – for inspirational speakers, market stalls, food, music and dancing
By Communications Manager Mick Bunworth
The hardworking student organisers of the 2018 Dirrum Festival have put together a fantastic event on the theme ‘for the common good’, exploring two exciting elements to be explored 'Truth-telling and Power' and 'Shared Sustainable Prosperity. This year's festival will run from 1–9 pm on SATURDAY 18 AUGUST 2018. The organisers are excited to announce a program of compelling speakers, including:
Preliminary event: Dirrum Dirrum, in conjunction with the Radford Institute, presents Tim Costello on 'Education: Our powerful weapon to change the world' at 6.30 pm on WEDNESDAY 8 AUGUST. This free event is a relevant introduction to the Dirrum Festival, which takes place 10 days later.
Dirrum boasts a true festival atmosphere and a mini-market of local business – Base Soaps (handmade soap), The Biltong Company (beef jerky), The Hungry Brown Cow (brownie sandwiches) and Tusk Books (local author) – will operate stalls in the one-hour lunch break between speaker sessions.
There will also be fashion stalls, all with ethically-sourced materials (OceanZen, HoMie and Ur Sain); live music and dancing by local artists; hot food and Timor coffee.
One of the organisers, Annie Creer, was in the audience of her first Dirrum festival four years ago.
Now she is on the organising committee, which also includes Isla Baird, Lydia Murray, Hugo Webster and Niamh Martin (plus many more capable students).
Annie says: 'Dirrum is not a lecture, a sermon or a monologue but a way in which you can learn and be inspired by the values and actions of others. So come and be overwhelmed. Come and be challenged. Come and learn that the world is much bigger than you thought.'
Read a full transcript of Annie's address to a recent student assembly here.
And, for those thinking Dirrum Dirrum is just a well-meaning talk fest, think again.
Students are working on personal Dirrum Challenges to change one thing about the world.
We plan to follow these stories in the Radford Bulletin in the lead-up to the festival.
What action will Dirrum Dirrum 2018 inspire?
Keep reading the Bulletin and be quick to buy your ticket when they go on sale. Last year's festival sold out.
Congratulations Sam Roberts, Sarah Wilford and Chelsea Kenneally
Congratulations to Sam Roberts (Year 9) who has been selected in the ACT Schoolboys AFL team.
Congratulations to Sarah Wilford (Year 8) and Chelsea Kenneally (Year 10) who qualified for a final at the 2018 Georgina Hope Foundation Australian Age Swimming Championships.
Year 12 Revue
Get ready for Radladdin!
Date: Thursday 26th, Friday 27th and Saturday 28th July; Time: 7pm;
Book tickets at https://www.trybooking.com/WNGZ; $14 adults / $10 Students
A misfit Radford student discovers an ancient Radfordian text containing the secrets of Radford Life handed down from collegians of the past, summoning the mysterious genie. With the book and their help, the protagonist embarks on a quest to achieve success and happiness in high school life (and maybe beyond). It's set to be lots of fun!