Radford Bulletin Term 4, Week 4, 2020 – 4 November 2020
News & Articles
11 November 2020
Fiona Godfrey – Principal
Reflecting on the final days for Year 12 students, qualities of highly effective schools, and celebrating World Teachers' Day
This week marks the penultimate week of school for our current Year 12s, and whilst there is a growing sense of excitement within the cohort, I know from past experiences that when they actually have their final day next Friday, there will also be a great deal of sadness.
The final days at school are both important and memorable. We want our Year 12s to celebrate this key milestone with fun and frivolity, reflecting meaningfully on all that has been achieved, and thanking those who have helped them along their journey at Radford. However, most of all, we want their celebrations to be memorable for all the right reasons.
I am confident that the Class of 2020 will leave the College being remembered as a group of students who had to cope with a Year 12 year like no other, but were still able to keep their heads up high, with motivation and determination unwavering. I look forward to sharing the final days with a wonderful group of young adults, who will, I am sure, be ready to take on the challenges of life after Radford.
Teaching and Learning – Our Core Business
The study of school effectiveness, systems to measure it, and factors contributing to it, have occupied the attention of university education faculties around the world for many decades. Traditionally, educational research suggests that highly effective schools—that is, schools that achieve high standards regardless of gender, family backgrounds or socioeconomic status—have a number of features in common. The following five factors are generally regarded to be the most important for schools to maximise effectiveness:
- high expectations are set for student learning
- strong and effective school leaders
- teachers have a thorough and up-to-date knowledge of their subjects and a deep understanding of how students learn particular subjects
- outstanding school cultures where students have a sense of belonging and pride
- high levels of parent and community involvement.
While these factors determine overall school effectiveness, in recent times, quality teaching has been shown to be more important for individual student performance than all other factors including social background, or even a school's facilities.
At a conference I attended a few years ago, University of Auckland academic Debra Masters (now working for Education Services Australia) told the delegates that teacher quality ranks above class sizes, school resources or the socio-economic background of a student in affecting performance. "Teachers often underestimate the effect they have on student learning. They say it's the parents' fault, the school's fault, someone else's fault. This deficit approach is wrong. (Instead) teachers must focus on what they can change," she said.
At the conference, Ms Masters pointed to an analysis of 50,000 international studies, involving more than 200 million students, which showed moving schools, television and summer holidays all had negative impacts on education, while quality teaching and good relationships between students and teachers were positive influences. Ms Masters said the most effective teachers knew the curriculum, were passionate about education, set clear instructions for students and were "activators" of student potential.
There is no doubt that at Radford we clearly understand and appreciate the importance of quality teaching. The Radford College Strategic Plan: A vision for our Future 2021 – 2025, soon to be released, clearly identifies the development of teacher quality as a major part of the College’s future plans. Arguably, the recruitment, retention and development of excellent teachers is the most important role of the management of the College.
Along with many other schools in Australia, Radford College celebrated World Teachers’ Day last Friday. We celebrate this day slightly later than many other countries in the world, as it traditionally falls in early October when most Australian schools are on holidays. The theme for the 2020 World Teachers' Day 2020 was aptly titled, Teachers: leading in crisis, reimagining the future. This theme reflects the commitment teachers across the world have made as leaders, particularly teaching throughout the coronavirus (COVID-19) pandemic, in a range of learning environments.
World Teachers' Day is a chance to recognise and celebrate the incredible contributions teachers have made in our local, national and international communities, as they help to teach the future. The day provides the occasion to celebrate the teaching profession, take stock of achievements, and draw attention to the voices of teachers.
At Radford, we celebrated the day with a special morning tea in both the Junior and Secondary Schools. It was very clear, at both events, that the teachers appreciated the acknowledgement of their work, particularly in this more challenging pandemic year.
2 November 2020
Chaplain Andy examines different concepts of what it means to be blessed
In chapel this week Year 7 students had the opportunity to walk a labyrinth. The labyrinth is an ancient tool that encourages us to slow down, walk with intention into the centre, pause and reflect, and then return to our daily live, perhaps with a different perspective.
By Andy Fleming, Associate Chaplain
As I contemplated the implications of who might be the ‘leader of the free world’ for the next four years, I felt relieved and fortunate that I live and work in a stable community. At times this year, I have certainly felt ‘blessed’ working with great people, in a safe environment and having the love and support of family and friends. You could argue that I am enjoying the blessing of success and a ‘good life.’ This notion is somewhat consistent with a current standard in our world of what it looks like when we’re blessed. We often hear of, or refer to, people as being blessed with talent, or good looks, or riches and wealth. Many ‘blessings’ are of the material kind and other blessings seemingly overlook the hard work that someone has undertaken to become successful.
Every community creates its own definition of what they consider is blessedness. It is typically more about what it means to have ‘made it’, rather than what Jesus teaches us about what God sees as blessed in the Beatitudes, the first part of the Sermon of the Mount (Matt 5.1-12). Rather than considering what the world sees as valuable, among those who God calls blessed are those passionate about promoting righteousness and working for peace, and those persecuted for doing the right thing. Of course, ours is a safe community where we can freely pursue doing and promoting what is right without fear of persecution.
God also considers those who are ‘down and out’, and suffering. Throughout our community, I see people looking out for those who are in need and willingly meeting them where they are. Through the vision and work of those who have gone before us, we are empowered to walk with someone in their brokenness, grief or distress, enabling us to be a blessing to others. Rather than measuring our possessions, achievements and symbolism as God’s blessing on us, when we focus on fostering individuals who are more concerned for the welfare of others, we can see God revealed through the strength of character our community possesses.
In what is a continually unsettling time for each of us in a variety of ways, here is a prayer taken from Ash and Starlight: Prayers for the Chaos of Daily Life, by Arianne Braithwaite Lehn.
When I need to know I’m held (just as I am!)
Please meet me where I’m at today.
Enfold my heart –
Whatever its state –
Reminding me you are here,
Reminding me I am loved.
I thank you, God,
I don’t need to be perfect.
Your grace is deeper,
Your love stronger,
Your forgiveness broader
than I understand.
Draw me out, Lord.
Shine your light on my secrets.
Send the soft rains of cleansing and
the strong rains of refinement
on my soul’s ground.
Please prepare me
For the days ahead,
whatever they bring.
You’ve given me the Spirit to face it all.
I hand over my worries and joys,
knowing you care even
more deeply than I do.
Please make me an instrument
Of your love today, God.
Make me a reflection of my Creator
in what I say,
in how I act,
in the focus of my thought,
in the energy I emanate.
May God’s peace be with each of us
4 November 2020
Year 6 2020 rises to creating a new and unique version of Exhibition
By Nick Martin, Assistant Head of Junior School (PYP)
Unless someone like you cares a whole awful lot, nothing is going to get better, it’s not! The Lorax
This week has seen the culmination of an unbelievable process of learning. The PYP Exhibition is an in-depth, collaborative, student-led inquiry into an issue that is important in our world. This year’s Exhibition was inspired by The Lorax, and in particular, the idea of ‘Unless…’ Unless promotes reflection, unless inspires action and unless offers hope. To quote the great philosopher Kaiya Barsby (Year 6 student):
‘If people didn’t learn, if people didn’t care, if people didn’t act,
then nothing would change for the better.’
Our Year 6 students have engaged in some enormous issues that are facing humans on a personal, local and global scale. They have looked at sustainability, equity, power, exploitation, choices, conflict, impact, intersectionality, addiction, health, wellbeing, extinction, exploration, influence, identity and humanitarianism.
The students articulated the ‘unless’ for their issues:
- Unless we give people who are disadvantaged a chance…
- Unless you’re confident inside and out...
- Unless women get access to equal health care...
- Unless we learn from past mistakes....
- Unless we use energy responsibly…
- Unless we change our mindset towards sustainability…
- Unless we acknowledge our history…
- Unless we take initiative to educate others…
- Unless we are grateful for our opportunities and use them to empower others…
- Unless we learn how to listen and then accept people’s opinion…
This week saw a COVID-19-adjusted incarnation of the Exhibition that was represented in an online space. The students created a website that captured their inquiries, their action, their creative responses and their engagement through the Arts and through Physical Education. Parents joined each group virtually to interrogate the students with thought-provoking questions and challenges. Radford students and staff visited in person, to give the Year 6 students the ‘usual’ feel of a face-to-face Exhibition. The Year 6 students were brilliant – they were knowledgeable, confident, articulate, respectful, and showed the passion that has driven them for the past ten weeks.
A unique component of this process is the role of the mentor. An adult from within the Radford Community was assigned to each group. Mentors met with students weekly to listen, guide, prompt, challenge and support the learning. We owe an enormous debt of gratitude for our team of mentors for committing their own time and energy to support the Year 6 students.
A truly collaborative process could not be possible without the guidance of the teaching staff. The Year 6 classroom teachers expertly supported the students throughout the process. Our team of Specialist Teachers enriched the process through each of their areas of expertise, and a host of other staff members supported the Exhibition in ways too many to mention.
Finally, an enormous ‘congratulations’ to the Year 6 students of 2020. This year’s Exhibition was remarkable. The students showed knowledge, passion, empathy, creativity and demonstrated a sense of hope. This will be an Exhibition to remember for many years!
3 November 2020
Powerful and moving stories, confronting human darkness
By Jason Golding, Head of English
These pieces of creative writing, by Radford students, were recently commended in the ACT LitLinks Creative Writing Competition.
Elisabeth Gregory’s narrative “To the man who murdered my parents…” received the Major Award for the Years 11 and 12 Section.
NOTE: These pieces contain violence and themes not suitable for children.
Major Award Winner
Elisabeth Gregory - To the man who murdered my parents
3 November 2020
Some wonderful Maths, English and Science results from our young students
By Tracey Markovic, Assistant Head of Junior School (Operations)
It has been a busy time in the Junior School with an unprecedented number of students extending their skills and participating in the various Enrichment opportunities that have been available. At this time, we would like to acknowledge all the students who participated. We congratulate each and every student on their efforts.
At our Celebration last Friday, we congratulated all the students who received awards in the highest categories of Distinction and High Distinction.
On July 30, over 100 students in the Junior School participated in The Australian Mathematics Competition. The competition aims to be accessible to all students from years 3-6. The competition has an emphasis on problem-solving, a valuable life skill, and the questions are designed to be fun for students. A special mention going to Henry Dong, Year 4, for his outstanding Best in School Award.
This year the Australian Maths Trust - Maths Challenge for Young Australians was held over the course of four weeks in Term 2 and was open to students in Years 4 – 6. During the 4 weeks the Challenge was in progress, students met one lunch time a week to work through a variety of problems.
Each problem had several parts and took some time to solve. Students independently wrote up their own solutions for each problem. Thank you to Ms Mitchell & Mr Martin for assisting students with this Challenge.
Each year our Year 3-6 students are invited to participate in ICAS Assessments. These assessments are designed to recognise academic excellence. Students are assessed on their ability to apply classroom learning to new contexts using higher-order thinking and problem-solving skills.
This year in the Junior School we had the following number of students participating in the ICAS Competitions:
- English: 116 participants
- Maths: 133 participants
- Science: 119 participants
We congratulate all students who participated in these competitions. Please see attached for the full list of Distinction/High Distinction Winners.
4 November 2020
Finalists announced, book tickets NOW!
RadVision Grand Final
Date: Saturday 7 Nov
Time: 6pm – 8:30pm
Tickets: Attend the event in person in the Leyshon Lecture Theatre. Click to book tickets
Dress code: Glitter, sequins and all your finery! Let's shine Radford!
Guests will be able to pre-purchase drinks and delicious food (from the Barton Grocer). These will be available for collection and consumption outside the theatre during two intermissions.
A small range of snacks and drinks will also be available for purchase outside the Lecture Theatre. Cards only accepted. No cash.
If you prefer to watch the event from home, get your Live Stream viewing ticket.
Congratulations to our Finalists
Online voting has now closed, we had an overwhelming 424 votes from the Radford Community. Congratulations to our Radvision 2020 Grand Finalists:
- Junior - Kaza, Singing Rabbit, Sugar Plum
- Senior - UV Vox, Due Melodie, Shoeless Showman, Bella, L-Swaze, Blush, Delta V
- Community - Smitch, Tanya Swift, Just Enough Jazz.
4 November 2020
Congratulations to all our musicians and music leaders
Kirsten Knight, Head of Co-curricular Music
It has been an interesting year for our musicians, with varied performance opportunities as we were required to move to more recorded events in place of live ones. Whether in Concert Bands, Choirs, String Orchestras, Guitar Ensembles, Contemporary or Jazz Bands, Big Bands, Percussion or String Ensembles, Piano Groups or Audio Production, our students have worked hard throughout the year.
At this point in the year, I want to congratulate all of the students involved in our music groups and thank them for their important contribution to the Radford community.
- Some individual students have been singled out by their conductors and directors to be acknowledged for improvement, contribution and excellence in their groups.
- Our Music Service Awards are awarded to students in Years 10 and 12 who have given exceptional service to the Music Department over a number of years. These students participate in multiple music groups and often assist with younger groups as well.
- Our Music Captains and Performing Arts Prefects work behind the scenes at every concert and event we put on and provide positive guidance and inspiration to our younger musicians. Thank you to our 2020 Music Captains and Performing Arts Prefects!
Well done to all of our music students for a terrific year of music -making. Thank you to all the Radford families and staff who have attended our events to support our musicians.
3 November 2020
Ellie Pahlow shared her experiences of working in this field
By Belle Cook, Year 12 Legal Studies Student
As a part of the Year 12 Legal Studies International Crimes, Conflict and Terrorism unit, students looked into the current international criminal system, learning about the involvement of organisations, such as the United Nations (UN) and the role of the International Criminal Court (ICC).
On 28 October, Radford Collegian, Ellie Pahlow (Class of 2007) discussed her involvement with the international criminal justice system and her experience with the Hague Convention and an International Criminal Tribunal. Ellie graduated Radford in 2007 and was part of the first Radford cohort to undertake a Legal Studies course. With many questions on our minds, Ellie’s presentation started with brief look at her past at Radford, followed by an explanation of her time at the Hague Convention’s International Criminal tribunal for the former Yugoslavia (ICTY). Ellie discussed her time as an intern with the ICTY and how she then became a legal assistant, due to an unexpected encounter outside work. Ellie’s presentation was engaging and interesting, and her stories and explanation of topics allowed students to see themselves working within a similar field in future.
2 November 2020
Supporting our kids a year on from the bushfires
By Emily McIntyre, JS Psychology Team
As we head back into warmer weather, start to think about the summer holidays ahead, and smell the smoke from backburning, you might notice that some of the memories and emotions resurface from your family’s experiences last summer.
As this year quickly moved on from the bushfires and smoke (and hail), to managing COVID-19, many of us may not have had the time or space to reflect on the stress, fear and uncertainty that the bushfires triggered, as well as the days of terrible smoke in Canberra.
We have noticed that several children in the school community have begun to talk about their experiences in the bushfires once more.
Firstly, this is very common. Our brain is wired to detect any conditions that seem to be similar to prior experiences that involved danger. This is to protect us and ensure we are on the lookout to avoid repeating these experiences. Our brain is doing its job. It is very natural to begin to remember the situations and emotions that came up in Dec and Jan of last summer, and to feel a bit anxious.
Signs that your child may be revisiting fears about the bushfires
Every child will be different here and what may be noticeable is a change in their emotionality or behaviour. This could include:
- questions and stories about bushfires, disasters or death
- asking about school holidays and where you will be going
- taking longer at night to settle
- being clingy or having more troubling separating.
Supporting your child
- Even if your child is not exhibiting signs of anxiety, it can be helpful to let them know that as summer arrives, they might notice some thoughts, feelings and memories about their holiday last summer. Reassure them and explain to them why this might happen (our brain is protecting us and looking out for us).
- Talk about where you plan to go this summer. If you are revisiting an area where you experienced the fires, talk about your plan and how you will be ensuring you will be safe. Talk about what you learned from last time and how this will help now. Explain what you might see, one year on, in these communities – the trees may still be black in some areas but there will be growth, people will be rebuilding. You might want to emphasise how much you are helping this community by returning to holiday again.
- Allow children to talk again about their memories of last summer. Talking and putting their memories in order, helps children to properly process their experience and place it in the past, in their long-term memory. This means it will be less likely to trigger strong emotions in the present. Younger children may want to do drawings about their experiences.
- As the Radford team suggested immediately after the summer holidays – it can be helpful to develop a "family narrative" of your experience: the lows and the highs. The most important component of this story should be about how you managed, how you bounced back, and got through together. “Even though we were scared, and we were caught by surprise, we were brave and we were wise”.
- Reassure your child that they will be OK.
- Focus on Feelings: show your child that whatever they feel, it is OK, and it makes sense.
- Help your child to find ways to relax their bodies (particularly at night, if this is a tricky time) as this helps our brain to relax and recognize that it is safe. This could be with music, guided mindfulness apps, reading to them, or shared cuddles. If your child is getting stuck in their worry thoughts, gentle reassurance and distraction can be helpful.
The JS Psychology team, Julie Smith & Emily McIntyre, is also available if you have any questions or concerns. You can contact them via JS Reception.
- Radford Parenting Platform: https://sway.office.com/Y7TJ19vHPrb9PEq2?ref=Link&loc=play
- Raising Children Network: https://raisingchildren.net.au/
- Hey Sigmund (Parenting for Anxiety): https://www.heysigmund.com/
- Practical Coping Skills for Kids: https://copingskillsforkids.com/calming-anxiety
4 November 2020
Australian Indoor Rowing Championships, Futsal, Basketball and Tennis news
Term 4 Week 4
Australian Indoor Rowing Championships
Congratulations to the following students who won medals at the Australian Indoor Rowing Championships last weekend, these results are on the entries and events from around Australia!
Congratulations to the U14 Div 1 Boys who won 12-2 against the Raptors on Saturday 31 October 2020.
Congratulations to the U19 Boys Div 3 Jets who defeated Norths Storm in a thrilling game that finished 29-27.
Basketball ACT Trials - http://www.basketballact.com.au/2021-representative-trials/
Overview of trials details
Round 2 saw the Radford Raptors play a tough game against the Magpies, going down 9-5. Try scorer was Hayze Shepherd.
The Radford Pennant Tennis team is storming through the competition, taking home another win on the weekend. This round they beat the O’Connor Tennis Club. The boys only have 3 more rounds until finals.
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.
2 November 2020
Former Detective offers insights into a controversial CBR murder case
By Year 12 student Maxine Kerruish
Last Wednesday, 28 October, former Detective Station Sergeant Harry Hains visited the College to talk to two Year 12 English classes. Detective Hains retired last year after a 29-year career with the Australian Federal Police in Canberra and is a key figure in Helen Garner’s bestselling 2004 book, Joe Cinque’s Consolation. The book follows the aftermath of the death of ANU student Joe Cinque in Canberra in 1997. Detective Hains was a first responder and instrumental in investigating Cinque’s girlfriend and killer, Anu Singh and her friend Madhavi Rao.
The English classes that were fortunate enough to meet with Detective Hains are studying Garner’s true crime book as part of our study of literary perspectives of truth. Garner’s book uses elements of new journalism, logic and emotion to convey the moral failures of the Australian justice system and the impact of these failures on victims of crime and their families.
While Detective Hains offered us a detailed description of the events, what was most interesting and informative to students was hearing his own opinions and his admitted personal bias that he possesses “no sympathy for Anu Singh”. Even 23 years after Joe Cinque’s death, it was clear that the case still occupied parts of Hain’s mind and remains a source of emotional turmoil.
During the investigation and trial of Singh and Rao, Detective Hains became close with the Cinque family and he clearly holds a deep sympathy for them to this day. Detective Hains offered a personal insight into the characters of Singh and Rao, and vividly described their unusual circle of friends that only added to the absurdity of the case.
One student asked, “What do you think would have had to have happened for justice to have been served?” Haines responded, “Justice is always served. Was justice served in the eyes of the Cinque family? No. But justice is always served in the eyes of the court.”
Detective Hains’ answer speaks to the thematic concerns of Garner’s book; themes of injustice and the bigger question of whether victims can ever truly be compensated for damage or harm. In the case of the Cinque family, it begged the question: Can there ever be real justice for a family that has lost a son?
Like Garner, Detective Hains believes it is important to keep the memory of Joe Cinque alive, and to remember his tragic death as an example of a failure of the Australian justice system, while not diminishing his name for the sake of morbid curiosity or sensational true crime literature.
11 November 2020
The RTC supports the Capital Regional Community Services this Christmas
For the past five years, the Radford Tribal Council has supported the Belconnen Community Service Christmas Appeal. Profits from the Term 3 disco have been used by the students to purchase gifts from Kmart to donate to this very worthy, local organisation.
The organisation has now changed its name to Capital Regional Community Service, but it still provides support for people in our local Belconnen community.
2020 has been a very difficult year for many people, with the bushfires and smoke in January, and then all the challenges that COVID-19 has brought, so there will be more individuals and families than ever needing help this Christmas.
Radford support has contributed to create half of the 100 hampers handed out in previous years, and with many more hampers needed this year, the RTC would love to encourage families to purchase gifts to help.
All gifts need to be new and must not be wrapped. Please place these in the Magic Bathtub in the JS reception before the end of November. See poster for suggestions and details.
Watch a short video from the students for further explanation of the Giving Tree project.
PS: Message from Rev. Katherine:
As well as supporting the Giving Tree, Secondary School students are invited to bring donations of gifts and food items for Anglicare to the Christmas tree in the library.
3 November 2020
Junior school diary dates and shout outs - see also other JS articles in this edition
Thurs 5 Nov
Year 4 Excursion to Mugga Resource Management Centre
Fri 6 Nov
Year 6 to Year 7 Transition
Thurs 12 Nov
Year 4 - Selected students - Todd Woodbridge Tennis Cup
PKDM – Riley Cai for being principled and making good choices to support his learning.
PKNS – Stephanie Wang – for demonstrating curiosity and a love of learning during our change investigations
PKBD – Grace Adzic- for being a communicator and sharing her ideas and learning connections with the class
PKMQ – Pranavi Kondapally- for being a risk taker and communicator when sharing words in Telugu with her classmates.
KKS - Leisha Kelkar for demonstrating creativity and commitment when writing a descriptive poem about Summer using her five senses.
KSG – Aadi Collet - for being principled and his love of learning
KLP – Luke Brinkley for being a risk taker during our Readers' Workshop.
KAS – Izabel Xie for displaying perseverance in all areas of the curriculum, particularly with communicating her ideas to others.
1MH – Hamish Growder for being a loyal well respected friend who shows high social intelligence and respect for others.
1RJ – Daniel Zhang for or displaying commitment to his learning and always showing kindness and empathy towards all.
1HT – Sloane Milner for showing social intelligence through her empathy and kindness towards her classmates
1AJ – Daksh Sharma for displaying social intelligence when interacting with his peers and teachers, and considering ways to be an effective classmate.
2KH – Samantha Cartwright for being a risk-taker and continually striving to do her best work when writing.
2SD – Benjamin McIntyre for taking action by interviewing his great-grandmother about her life in the past and for his commitment to improving the quality of his written texts.
Maya Travers – for being brave and responsible when responding to an emergency in the playground before school.
2GS – Zachary Leigh for being an open-minded learner who uses his social intelligence when interacting with his classmates.
2LM – Jacob Calear for demonstrating social intelligence by being insightful to your peers and always acting with integrity
3AT – Joshua Brinkley for displaying a high level of commitment to his learning and good focus when working independently
Kate Loan for constantly completing work to a high quality standard and helping her peers in group learning times
Olivia Xu for displaying risk taking attitudes towards new experiences and just giving everything a go!
3JC – Harry Zhao for taking greater responsibility in his work and adding deep and thoughtful contributions to class discussions during inquiry into Maths.
3RS – Isaac O'Brien & Brian Chen for bringing positivity, humour and enthusiasm for learning to 3RS classroom every day!
3HO – Binu De Silva and Brooke Sutherland for consistently demonstrating self-regulation and taking on a commited approach to all group tasks.
3RB – Dora Zhao and Beau Lancsar – for demonstrating a growth mindset and persistence to overcome challenges to learn new skills.
4TM – Amelie Smith for being a positive role model and organised in her role as the RTC representative for 4TM.
4JC – Alfred Lu for being principled and showing commitment to his learning
4KP – Emily Bull for persevering and contributing her ideas when working with a team.
4BF – Oliver Flanagan for displaying a commitment to his learning and showing kindness to his peers.
4DO – Jessica Buttsworth for bringing a bright and cheerful disposition to class every day.
5TM – Reuben Quach for his ability to see situations from multiple perspectives and driving our class discussions into some deep and intriguing pathways.
5DG – Yash Thrishul for his support of his peers and cooperative manner when helping others to achieve and experience success reflecting his commonsense approach to tasks.
5RK – Sophie McGrath & Kate Kristiansen – for being open minded, taking risks, showing persistence, and overcoming adversities during our Year 5 camp. Well done ladies!
5BL – Spencer Ellis – for his positive engagement with peers and learning tasks this semester.
5SW – Ellie Ma for being open-minded and a risk taker; stepping outside of her comfort zone and tackling every camp activity with zest!
6TW – Christopher Kent for using self-regulation and self-management skills when preparing for the last week of Exhibition.
6JO – Peta Macintosh for maintaining a committed and positive focus during Exhibition
6HB – Emma Brooks for her joyful and positive nature and her commitment towards Exhibition.
6TF – Patrick Mai- for leading initiatives within his exhibition group
Sophie Linton (3JC) for demonstrating social intelligence and leadership skills at camp. (Mrs Hind)
Ethan Yang (2LM) for really creative, deep thinking when we were inferring in library (Mrs Wilson).
To our Year 6 Cohort – for working hard on your Aerobics Routines for Exhibition. We are so incredibly proud of you all. Congratulations on choreographing your wonderful routines. Mrs Phelps and Mrs Robertson
4TM – Chloe Maglasis – for always demonstrating maturity, sportsmanship and enthusiasm during PE. Mrs Phelps
-Eliza Muscat, Izzy Erickson, April Wickham, Abbey Lenson and Evie Buttsworth in Year 6 for their dedication and commitment to choreographing the dance for our Exhibition performance- Mrs Suthers
-Year 6 Exhibition orchestra for displaying leadership, positive engagement and a high level of commitment throughout the entire process- Mrs Suthers
3HO – Gary Manwaring – For displaying resilience and persistence when learning new skills in PE. Mr Cox
Cole Judd ( 2GS) - for being a thoughtful communicator and sharing his ideas in art class. ( Ms Crocker)
Vasanth ( 1RJ) for his amazing participation and effort in art class. ( Ms Crocker)
Jennifer Ky ( 6JO) for her outstanding classwork and contributions to exhibition art.
Emerson Ryan (2SD) for showing perseverance and working hard with a smile of his face (Mrs Ross)
3 November 2020
Supporting the Capital Regional Community Service Giving Tree initiative
By Melinda Hamilton, RTC Coordinator
Last week, the Radford Tribal Council went to Kmart early in the morning with the responsibility of purchasing gifts for the Capital Regional Community Service (CRCS) Christmas Appeal. The Term 3 Daytime Disco raised $768 which the students spent on a variety of gifts.
Bill, who works for CRCS had visited the RTC the previous week and explained the importance of helping those people in the Belconnen area and gave gift suggestions. Bill explained the need to get gifts for all ages and genders. He said they always get lots of donations of toys for kids, so to think about adults, particularly elderly people who might be alone at Christmas.
-Toys & Sports equipment
-Special Christmas food
-Stationery & Homewares
-Books – they love to give all children a book in their Christmas hampers
Armed with this knowledge, the RTC met at Kmart and moved around the store to each spend $25 on gifts and stocking fillers. It was a lot of fun and involved a lot of Maths to be adding up your selected items! After a busy time of checking out at the self-check registers, we caught the Radford buses back to school and put all the gifts in the Magic Bathtub to show the rest of the Junior School. Read more about supporting the Giving Tree in this week's Bulletin.
3 November 2020
After thirteen years of dedicated service, Kate steps down from the Committee
Since 2007, Kate Potter, nee Lones (Class of 1995) has served the Collegians Association - as President, Treasurer and Committee Member.
Many a Radford P&F Twilight Fete has also seen Kate working hard on the Collegians Devonshire Tea Stall, as seen here left.
This year we farewell her from the Committee, and thank her for her outstanding service.
Read the article on the Collegians Association website.
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.
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.
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
4 November 2020
Appointments available online
**$2 SALE. ENDS 12 NOVEMBER.
BY APPOINTMENT ONLY**
- Selected Junior School Polo Shirts (both short and long sleeve)
- Selected Junior School skorts
- Selected Junior School fleece pants
Visit the P&F Second-hand Uniform Shop page to book an appointment.
4 November 2020
Last trading day for 2020 - Friday 11 December 2020
First trading day for 2021 - Monday 11 January 2021
Closed for Public Holiday Tuesday 26 January, Australia Day.
Please order online unless a fitting is essential.
Ordering information flyer.
- Order online.
- Parents will be contacted when their order is ready for collection and advised of pickup time options.
- Secondary School: collection from Uniform Shop.
- Junior School: collection from JS Reception.
- Please practise social distancing when collecting orders.
Book a fitting appointment only when essential – e.g. for new students.
Appointment Information flyer
- Book the appointment online.
- Parents will be contacted to confirm appointments.
- Appointments will be timed for social distancing, please be patient.
THE SHOP IS NOT OPEN FOR “WALK IN/UNSCHEDULED” VISITS.
Please book an appointment, if required, using the button above.
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.
CAMPUS ROAD RULES
REMINDER: There is NO OVERTAKING permitted on any road on campus. Please observe this rule, even when there is traffic queueing at peak times.