Radford Bulletin Term 4, Week 3, 2020 – 28 October 2020
News & Articles
27 October 2020
Andy Gordon – Deputy Principal, Head of Junior School
The value of seeing another perspective
In learning, in socialising, actually in all parts of life, who we are and what we do matters. Our personality type matters.
We are a long time grown up, and it is important that we take the time to let our children learn and grow in the most beautiful and appropriate ways.
We need to talk about the power that comes from understanding another person’s personality.
We all know that bullying is spoken of frequently. We know that conflict is everywhere and unavoidable. As grown-ups, we experience it everywhere and often. What I am finding is that what some people call “bullying” might be bad manners - an impolite response revealing a lack of self-awareness of how one is coming across and how one’s personality and preferences are impacting those around them.
I want to share with you the following four temperaments or personality types as discussed by Marita Littauer in her book, Wired that Way: The Comprehensive Personality Plan.
I was having a conversation with two students and their parents recently where there was conflict. Neither child had done anything in particular wrong, however, both children, and subsequently the parents, were experiencing conflict. Take a look at the four different temperaments: choleric, sanguine, phlegmatic and melancholic. The two children I had in front of me had two quite different personalities. One child was more strongly defined as a ‘choleric’ personality, the other ‘melancholic’. Whilst friends for a long time, they had learned to navigate around each other quite well, however, on several occasions, they were ‘butting’ heads. The key to resolving the conflict was to help each child understand the other person’s perspective.
I encourage you to take a look at the images in this post and apply the information to situations of conflict, either with yourself and adult friends, or to your children’s interactions.
There is much power that can come from seeking to understand the perspective of another person, more so than the fear of being misunderstood. I encourage our young friends to understand others and advocate for them.
We continue to work productively to give our learners the best post-schooling options as possible. We need a solid foundation in literacy, numeracy and general knowledge of how the world works and flourishes.
Littauer, Marita. (2006). Wired that Way: The Comprehensive Personality Plan. Ventura, California: Regal Books.
See also Eysenck's Personality Theory referred in the diagram above.
28 October 2020
Finding help when you are outside your "comfort zone"
I was lucky enough, last week, to accompany Year 3 and 5 on their respective camps. Their enthusiasm was infectious, and it was fantastic to see the groups work together to complete various tasks. The curiosity and creativity of our young students is really something to behold. However, what stood out for me the most is the courage of many students attempting something new that can be considered daunting for many.
In particular, the Year 5s had the opportunity to participate in rock climbing, abseiling (see picture) and a giant swing. As someone quite fearful of heights, all three of these activities are something that I would not rush out to do. Naturally, there are those who get a great thrill, but when talking to the students before they engage in these challenges, there was a definite sense that many of them were apprehensive, and perhaps even a little frightened. Still, they were strapped in their harness and climbed up, ‘jumped’ down and swung in the chair. It struck me that the students are prepared to get ‘comfortable in the uncomfortable moments.’
This is an idea I’ve used in my rugby coaching and Outdoor Education teaching. Where do you draw your strength from, when confronted with being outside of your comfort zone? In the great uncertainty of our times, this question is good to reflect on. In normal circumstances, Year 12s finish school and move from a safe and comfortable environment that they have known so well. Despite having plans for their future, they will need to overcome the ‘fear of the unknown’ as they venture out into the world.
It is during these challenges that we may turn to those who give us strength and courage, helping us to have the confidence to be comfortable in unfamiliar circumstances or situations. Whilst we may have a parent, friend, teacher, or mentor-figure who provides us with an earthly strength, we know Jesus has our back too, and we can turn in our faith to Him in these times. During the Passover meal Jesus and the disciples shared on the night he was going to be betrayed, arrested and killed, in the uncertainty, he provides words of comfort and strength, “Don’t let your hearts be troubled. Trust in God; trust also in me.” (John 14:1). In his letter to the Philippians, the apostle Paul, writing about being in times of distress, wrote, “I can do all this through Him who gives me strength.” (Philippians 4:13) It is a great source of comfort to know that we can draw on Jesus’ strength and courage when we need it most.
Anglican News – Diocese of Canberra and Goulburn
Radford College students, parents and staff featured in October’s Anglican News.
Our Diocesan Bishop, Mark Short, will visit Year 12 chapel to share with students some of his story, and also some stories about Bishop Radford. Bishop Mark’s recorded message to encourage Year 12 students can be viewed here.
Blessings for your week ahead
Chaplain Andy Fleming
27 October 2020
Thursday 12 November - Years 3, 5 and 8.
From Lindy Braithwaite - Assistant Principal, Curriculum
To prepare the College for NAPLAN testing in 2021, Radford will participate in an online NAPLAN Online School Readiness Test. This will allow the College to check all aspects of the platform to ensure we are ready for 2021.
As students will not be using personal log in information, no individual student data will be collected, nor will their responses to any questions be measured. However, by having a large number of students on the platform simultaneously, we are able to check connection speed and troubleshoot technical issues.
- Date: Thursday 12 November 2020
- Years 3 and 5: 9am – 10am
- Year 8: 9.30am – 10.40am
27 October 2020
An important, and delightful, resource for supporting wellbeing
By Claire Melloy - Assistant Principal, Students
Introducing a new member of our college community…our Therapy Dog.
She is a two-week-old, yet-to-be-named Cavoodle - non-shedding and non-allergenic. She will be old enough to leave her mother and come onto the campus in early December. She has been specifically chosen for her gentle and calm temperament.
Name our puppy: Email Claire Melloy your ideas for a name by the first week of November and we will run a community poll to name her!
What are therapy dogs?
Therapy dogs and service dogs perform different roles.
“A service dog’s main purpose is to provide equal access for someone with a disability; they are protected by law in regards to their presence in certain animal-restricted areas and are trained specifically for an individual and their disability such as visual or hearing impairments, seizures, mobility issues or diabetes.”
“Therapy dogs have a less defined role, generally they are used to provide emotional support through animal assisted therapy which can come in many forms.” They have also been shown to simply strengthen a sense of belonging and connectedness to the school setting.
They are not protected by the same laws, meaning they can be refused access to animal-restricted areas and activities such as using public transport.
What does the research tell us about the benefits of therapy dogs in schools?
Dr Christine Grové is an Educational and Developmental Psychologist from the Faculty of Education at Monash University.
She and her colleague Dr Linda Henderson, and a team of Master of Educational/Development Psychology research students at the university, are researching how therapy dogs impact student wellbeing in educational settings.
“We are looking particularly at animal therapy interventions in the school setting and how therapy dogs can support school psychologists – and how they can be used as part of a therapeutic toolkit for coping and supporting students’ to self-regulate their emotions.”
Therapy dogs can play a significant role in the school setting as part of a wellbeing program, where the dog has a distinct purpose such as supporting students with anxiety and stress.
Their role in this scenario is to improve rapport between students and the handlers or psychologists; the presence of the therapy dog creates excitement for the student and, therefore, they have a positive connotation with the therapy session and are more inclined to attend and actively participate.
Sometimes our young people find it hard to ask for help, and research has found that a therapy dog intervention often helps break the ice making this easier.
Therapy dogs have also been shown to be of significant benefit in a crisis.
What this will look like at Radford?
I will be the dog’s primary handler; secondary handlers will be Rev. Katherine Rainger and Zanele Ramsay-Daniel. She will live with me and I will take her to puppy training. We will have a designated policy and relevant risk assessment. During the day she will be based in the Student Wellbeing centre in the Secondary School, however, she will also be out on the playground (on a leash), at sporting events and in classrooms when appropriate.
If you have any questions about this initiative, please contact me, Claire Melloy, at the college at any time.
Campanini, M. The benefits of a therapy dog in the school setting. Independent Education, September 2019.
Grové, C. & Henderson, L. Therapy dogs can help reduce student stress, anxiety and improve school attendance. The Conversation, 20 March 2018.
28 October 2020
Junior School students discover themselves on camp
By Tracey Markovic, Assistant Head of Junior School (Operations)
Our Year 3 and Year 5 camps set the foundation for an exciting sequence of programs that run through both our Junior and Secondary School. For a long time, it was a matter of ‘touch and go’ and ‘wait and see’ as to whether these camps would be able to go ahead. When the decision was made that they could, both students and staff were elated. Although the format may have changed slightly, everyone’s enthusiasm had not. The changes to this year’s arrangements meant all students would participate in ‘Day Camp’. Students would now be bussed to camp locations early each morning and return later each afternoon. The overnight tent and cabin sleepovers may have gone, but each year level experienced two action-packed, challenge-filled days working together as teams and making new friends.
Year 5 Camp – Outward Bound, Tharwa
There was no doubt that excitement was in the air on Tuesday morning. The first camp of the year was almost ready to depart. By 6.45am our Year 5 campers started to gather outside the RA Young Hall waiting patiently for their teachers and peers to arrive. The buses were in the Pick & Go bay ready for boarding so they could make their way out to Outward Bound.
It was there that our Year 5 students spent two full days experiencing all that camp had to offer. From the giant swing to the climbing tower, and from mountain biking to the bush craft, there was something for everyone.
Year 5 reflections
I think that camp was good as it was great to push yourself out of your comfort zone. – Olivia
Camp is a good thing because you get to try new activities you have never done before. – Arav
I think camp is a good experience so you can experience working as a team with no other help.– Heidi
Camp was really good as you learn different things that you probably wouldn’t learn anywhere else and you learn important life lessons. – Izzy
Year 3 Camp – Camp Cottermouth, Cotter
Our Year 3 Camp saw 123 students head out to Camp Cottermouth, bright and early Thursday morning. Year 3 Camp focuses on students taking personal responsibility, developing co-operation, communication skills as well as team-building skills.
Students experienced a wide range of activities that included mountain biking, bush skills, discovery trails and environmental education activities. They worked in teams to build catapults, and everyone had the opportunity to make their own damper on the campfire. The Trangia was set up and hot chocolate and marshmallows topped off the camp experience.
Year 3 reflection
Camp nearly taught me how to get off my training wheels like Beau and Dora. Making the catapult was fun. My ball went super far. - Michael
I really, really likes the bikes because they were fun. My friends Brooke and Siyara helped me ride a bike. They helped me to feel confident. - Sascha
My favourite thing about camo was the mountain biking. I loved how we raced around the road. I loved making damper. It took patience but the hard work paid off. - Jimmy
My favourite part of camp was building a shelter for a small teddy bear named Whinny. I loved getting the bark and I working with my friends to build it together. - Sanvi
As we all know – events such as camp do not ‘just happen’. A huge amount of work goes on behind the scenes to ensure all students have a wonderful experience. An enormous thank you to all of our staff, OEG staff and George Huitker, and our Year 9 & 10 Service students who accompanied students on our 2020 camps. It is only with the support with each and every one of them that these events are so successful.
21 October 2020
Presenters include Associate Professor Shyam Barr from the University of Canberra
What: Education Forum Presentation: Self-Regulated Learning
Date: Thursday 5 November 2020
Time: 5.30pm – 6.30pm
Venue: Morison Centre, 2.0 Commons
Event Organizer: Louise Wallace-Richards - Assistant Principal, Learning and Teaching
RSVP: To Kirsty Mack by Tuesday 3 November 2020, Kirsty.Mack@radford.act.edu.au
This meeting will be an open forum and will include a presentation on self-regulation and its importance in assisting students with their learning by Associate Professor Shyam Barr from the University of Canberra, Louise Wallace-Richards (Assistant Principal, Teaching and Learning) and Claire Melloy (Assistant Principal, Students). A Q&A will follow the presentation.
Shyam Barr is an Australian educator helping people become self-regulated learners so that they can succeed now and in the future. His pursuit of maximised learning has seen him work in all kinds of teaching, leadership and consultancy roles in Australia, United Kingdom, the Cook Islands and Bolivia.
In Australia, he has worked as an Education Consultant in Melbourne, working with senior educational leaders to rethink professional learning models, innovative teachers ready to shift practice, and individuals who are interested in elevating themselves and achieving new levels of success. He has also taught in the Master of Education program (Cognitive Psychology and Educational Practice) at Flinders University.
Most recently, he is employed as an Associate Professor at the University of Canberra and has been working with a number of schools, including Radford College, teaching teachers and students about the link between self-regulation and being a successful learner. His current focus of research is in the motivational, cognitive and metacognitive factors that influence the learning mindset of an individual.
28 October 2020
Cricket, Oztag, Indoor Rowing, Snowsports, Basketball
On Wednesday 21 October, the Radford 13/1 teams played in a T20. The Radford Scorchers won against Norths, and a first loss in many, many games against Wests for our Heat. Some good performances in both matches.
International Sports Camps – January 2021
Check out the flyer for the International Sports Camps on offer during the January 2021 School Holidays. Sports on offer include Basketball, Cricket, Netball and Soccer.
An exciting start to the 2020/2021 Oztag season with some very impressive results in Round 1.
* Year 3 Mixed U8/9 Radford Roadrunners defeated Mixed Marvels 11-1
* Year 7 Mixed U12/13 Radford Aussie Taggers defeated Must Tag Sallys 12-1
* Year 9 Girls U14/15 Radford Ninjas defeated Merici Penguins 7-4
Australian Indoor Rowing Championships
On Sunday 25 October, Radford hosted the Australian Indoor Rowing Championships (Canberra Hub) with over 200 competitors over the course of the day from Radford, Marist, CGGS and CGS. Representatives from the Australian Men’s Rowing Team also made an appearance, racing the relays. There were some outstanding performances, and it was awesome to see all students supporting each other. Congratulations to Para World Champion Kat Ross, who broke her world record by 1 second on Sunday 25 October 2020.
A very special acknowledgement from Snow Australia Interschools that for our fabulous Year 12 athletes Mia Rajak, Ethan Kruger and Andrew Kerr their ultimate year in competition was not what anyone could have foreseen this time last year.
This talented trio has been deservedly inducted into the inaugural Snow Australia Interschool Snowsports Honour Roll in 2020 recognising their effort and commitment representing Radford College – laying down their personal best performances on the race line year after year in the program.
There were three Radford derbies in Basketball over the weekend, including the U19 Girls Division 3 Breakers 41 def Cougars 13, the U16 Boys Division 2 Hawks 25 def Falcons 16 and U10 Girls Redbacks v Fireflies, where results aren’t kept but was a super close game where neither side refused to give up. At the end, both teams came together to celebrate the game.
Basketball ACT Trials - http://www.basketballact.com.au/2021-representative-trials/
26 October 2020
Time to book your ticket and vote for winners!
Voting is NOW open, closing at 11.59pm Friday 30th October 2020!
Please follow the below link to vote for your favourite RadVision entry.
Your votes are private and confidential. Get behind and support your favourite performer if you want to see them perform at the Grand Final on Saturday 7th November.
Secure your ticket to attend the RadVision Grand Final Show
- $10 per ticket for seats in the Leyshon Lecture Theatre
- Online Streamed tickets are available by donation
- Ticket information for Grand Final performers and their families will be provided prior to the event.
28 October 2020
Students explored this aspect of 'Sharing the Planet'
By Melinda Hamilton, Year 1 Teacher
Year 1 enjoyed a magnificent day at the National Zoo & Aquarium on Friday. Our inquiry into ‘Sharing the Planet’ has us exploring how living things are interdependent, so there was plenty at the zoo to further our understanding and raise deep questions.
Our visit involved a guided zoo tour where students got to hold a snake, feed deer and an emu, and learn about many animals including tigers, sun bears, monkeys, owls, and meerkats.
We were lucky to be joined by many enthusiastic parent helpers for the day. This allowed us to explore the zoo in small groups, which meant every child got to see what they were most interested in.
After a busy, hot day we all cooled down with an ice block before heading back to school.
Poppy – My favourite animals were the African painted dogs. They were running around like crazy and look like they’d gotten into black paint!
Lawrence – I liked the cheetah because it can run really fast! Did you know that a cheetah doesn’t howl, but it chirps like a dog?
Sophia - I was wondering whether a zebra has black skin with white stripes or white skin with black stripes and at the zoo I learnt it is neither! A zebra just has stripes!
Emma – I liked holding the snake. The skin felt very soft and smooth.
Benny – I loved the big fish in the aquarium. There were also boa constrictors and iguanas!
27 October 2020
Joyously integrating Art into Units of Inquiry
By Christina Dunne, Visual Arts Teacher
It has been a busy time in Art in Year 3 and Year 4. Students have worked hard experimenting with various art forms and linking into their Units of Inquiry. Year 3 and 4 visual artists have collaborated to create a mural inspired by contemporary artist Thank You X and our remote learning motto #inthistogther.
In Year 3 students created a drawing of their instruments during their ‘How we express ourselves’ Unit of Inquiry. They explored the technique of ‘drawing from reference’ by using photographs of their string instruments: violin, viola, cello or double bass. Students reflected on the feeling they experience while playing music, and selected an analogous colour scheme to represent their emotion. Finally, the students used charcoal to draw expressive lines to represent the music they enjoy creating, for example, calm or energetic. The joy and enthusiasm the students experience when creating music is evident in their work.
In Year 4 students created still life of fruit. We looked at traditional still life artworks by Spanish artist Juan Sanchez Cotan from the 1600s. Students had a cross-curricular experience through reviewing their Spanish vocabulary of colours and fruit during our observation drawing lesson. One of the challenges was to draw so our compositions filled our whole paper. Students then used complementary colours to colour their fruit, and created form by using a light highlights and darker shadows. The students were able to create strong areas of contrast by using colours opposite to each other on the colour wheel, and light and dark values.
Well done to all of our Year 3 and 4 visual artists!
21 October 2020
Notice of meeting and information about Committee meetings for 2021
Original Radford Collegians Constitution
Notes to explain Radford Collegians Constitution Changes
Radford Collegians rules for special resolution approval
Radford Collegians Nomination Form
Radford Collegians Proxy Form
The Radford Collegians Association is about building a community that seeks to connect Collegians' to each other and to the College. The Collegians are committed to delivering on the following three core pillars:
Community & Social - Staying connected and proactive is a priority for the Radford Collegians. We host a number of community initiatives throughout the year that include Foundation Days, Reunions, Social Events and sharing news and updates about Collegians.
Business & Career - Becoming a Radford Collegian provides individuals with greater opportunity, choice and flexibility in the working world. Through member networking events, tutoring and mentoring, referrals programs and access to scholarships in a range of professions.
Giving Back - Opportunities to sponsor, fundraise and student mentoring options are available.
Please refer to the nomination form to see available Collegian committee roles. We encourage you to be involved to assist the Collegians in delivering on our core pillars of focus and to improve the overall experiences for new and older collegians.
In 2021 the Collegians will meet at 8:15am on the following days:
Term 1 - Friday 19 February
Term 2 - Friday 14 May
Term 3 - Friday 6 August
Term 4 - Friday 29 October (AGM)
Depending on restrictions at the time, meetings can be held virtually or in person (in the Radford College Boardroom).
The Collegians are supported by a full time Administration and Communications Officer who is also the Collegians Public Officer and Secretary.
- Contribute to decisions that affect the Radford College community and Collegians Association.
- Build and strengthen the Collegian community.
- Develop professional and personal skills and experience.
- Make new friends or reconnect with old ones.
If you have any questions, please contact the Public Officer, Monique Glavonjic on 02 6162 6293 or firstname.lastname@example.org
9 September 2020
Applications now open
The Radford College Development Foundation is pleased to announce that applications are now open for the 2022 Senior Scholarship.
The Radford College Development Foundation’s principal purpose is to support education at Radford College. In fulfilling this aim, the Foundation is offering a full two-year scholarship for one student commencing Year 11 in 2022. The scholarship will be offered to a student who demonstrates outstanding achievement and community involvement, but whose financial circumstances prevent them from attending the College.
The selection criteria include a review of recent school reports and NAPLAN results, an evaluation of the applicant’s reasons for applying for the scholarship and a determination of whether the student meets the financial hardship test. The recipient will remain anonymous and the successful applicant will be someone who will contribute significantly to the life of the College - both in and outside the classroom.
The scholarship will cover 100% of the Tuition and Capital Levy fees for two years (Years 11 and 12), and up to 100% of other College-related fees.
Applicants are initially asked to complete and submit this application form.
Please submit the application form and documents listed below by email to email@example.com, or by delivery to Main Reception, Radford College, 1 College Street, BRUCE.
Applications close on Friday 12 February 2021 and must include:
- This scholarship application form, including the 200-word Personal Statement
- School reports for the previous two years (i.e. Years 9 and 10)
- NAPLAN reports for Years 7 and 9 (if available)
- Passport-sized photo.
Only shortlisted applicants will then be required to complete a detailed financial statement, provide referees and be interviewed by a panel.
The successful applicant will be selected in time for them to take their place in the 2022 Year 11 orientation.
Radford College does not have the necessary registration to enrol international/overseas students. A child needs Australian citizenship or a permanent residency visa in order to attend Radford College.
Disability Parking - permit holders only
Disability Parking - important reminder
Disability parking spots are for permit holders only. They are not to be used for drop off/pick up purposes.