Staff Insights
By Ms Karen Mahar, Acting Deputy Principal, Head of Junior School
At Radford College, the safety and well-being of every child and young person in our care is our highest priority. We are committed to providing a safe, inclusive and compassionate environment where all students can flourish.
We have zero tolerance for child abuse, neglect and grooming and we actively work to embed a culture of safety, care and accountability across all aspects of school life.
Recent media reports have once again highlighted the critical importance of child safety in schools and community organisations. These stories serve as powerful reminders that safeguarding children is a shared responsibility – one that demands vigilance, reflection and continuous action.
Our commitment to child safety
Radford College is a child safe organisation, with clear policies, structures and procedures in place to guide our daily practices. Everyone who works, volunteers or engages with our school, including staff, contractors, visitors and external providers, must understand and uphold their responsibilities to protect children.
We are committed to:
- Reducing the risk of harm
- Identifying concerns early
- Responding promptly and effectively to any issues
- Engaging meaningfully with children and young people
- Providing staff with regular training and professional learning
- Reviewing and refining our practices to ensure continuous improvement
Creating a safe and supportive environment for children and young people is intentional work. It must be embedded not only in our policies and procedures, but also in our relationships, everyday decision making and the culture we foster together.
Radford College complies with all relevant legislation, including Working with Vulnerable People (WWVP) checks and mandatory reporting requirements. Our Child Safeguarding Policy is aligned with the Commonwealth Child Safe Framework and the National Principles for Child Safe Organisations, setting out clear standards for protecting children and ensuring accountability across our community.
Online reporting and student voice
We encourage all members of our community to speak up if something does not feel right. Radford’s Child Safety Online Reporting offers students, staff and families a safe and confidential way to report any concerns so that appropriate action can be taken swiftly.
Learning through the protective behaviours program
As part of our child safety education, Radford College Junior School students engage in the Protective Behaviours program, which equips them with the skills to identify unsafe situations, respond confidently and seek help when needed. This program is grounded in two core messages:
- We all have the right to feel safe and be safe at all times.
- We can talk with someone about anything, no matter what it is.
Next week, all Junior School students will participate in targeted classroom activities to raise awareness about child safety and personal well-being. We encourage parents and carers to continue these important conversations at home in age-appropriate ways, reinforcing our shared commitment to care, safety and trust. A Nexus post regarding Protective Behaviours learning was shared with Radford College Junior School families.
The safety of children, especially their personal safety, is a priority and a shared responsibility that requires the commitment of everyone in our community. Together, we can build and sustain a community where every child feels safe, valued and heard.
Reverend Dr Katherine Rainger, Senior Chaplain
Dirrum Dirrum Festival is an annual event coordinated by Year 12 students. It is a fantastic night of speakers, stalls, food and live music.
The Dirrum Dirrum Festival has been a part of Radford College for more than a decade. Every year, speakers and stallholders share their expertise and experience to provoke, challenge, educate and inspire.
One of the first things that the organisers do is decide on a theme. I remember the "eureka" moment when the student organisers landed on this year's theme: Tomorrow’s Promise.
It is explained on the Dirrum Dirrum website:
"The organisers of Dirrum Dirrum Festival 2025 chose the theme Tomorrow’s Promise in response to the dual call of empowerment and responsibility that comes with shaping a more just and compassionate future. In the face of growing social, environmental and political challenges, this theme invites all of us, including young people, to recognise our power - not just to imagine change, but to create it. Tomorrow’s Promise is a reminder that the values we seek to embody today - courage, empathy and integrity - are the building blocks of a better world. It is both a hope and a call to action, captured through the voices of speakers and students who will lead on a journey towards Tomorrow’s Promise."
After months of meetings and hard work, the festival is just two weeks away and we are getting very excited! We would love for as many people as possible from the Radford College community and beyond to join us this year.
Tickets for students and staff – from Radford College as well as other schools – are free. General admission tickets are priced at $30.
Click here for more information about tickets, speakers and the program.
To find out more about this year's incredible speakers, read the Bulletin articles below.
Stan Grant – author, journalist, theologian
Tash Kaiser – founder of Wurrumay Collective
Shaun Christie-David – founder of Plate It Forward
Royston Noell – Australian Idol winner
Keep an eye out for more information on the festival in next week’s Bulletin.
See you there!
News
By Mrs Jo O'Brien, Assistant Head of Junior School Learning and Teaching
In his iconic 1970 song, Where Do the Children Play?, Cat Stevens poses a poignant question about the cost of progress and the neglect of what truly matters. While the song critiques environmental degradation and technological advancement, its core message resonates powerfully in today’s educational settings. As schools increasingly prioritise results, assessment and data, we are left to ask not necessarily where do the children play, but when do the children play?
The International Baccalaureate’s Primary Years Programme (PYP) embraces play as a foundation for inquiry, especially in the early years (children aged 3-6). Within this framework, children explore ideas and develop understanding through play-based, student-led learning experiences. Similarly, the Reggio Emilia approach positions the child as a capable, curious co-constructor of knowledge where play becomes a language of learning.
These perspectives are not just pedagogical preferences, they are ethical responsibilities. According to Article 31 of the United Nations Convention on the Rights of the Child, play is a fundamental right. Schools are therefore obligated to provide time and space for play, as it has a crucial role in contributing to a child’s development, growth and identity.
Early Childhood Australia’s 2019 Statement on Play outlines six core principles that guide high quality, meaningful play:
- Play is essential and valuable in its own right and for children’s learning and development: every child has a right to have play in their life.
- Every child has a right to a balance of play experiences that develop a healthy mind and body and a sense of well-being.
- Play builds each child’s capacity for communication and develops language and thinking skills.
- Through play, children develop a sense of self and the emotional and social competence to participate in relationships.
- Play connects children to their world, their cultural identities, to others and other ways of knowing, doing and being.
- Children's right to play is our collective responsibility: all adults have a role in understanding, protecting and valuing the importance of play for every child, in every community.
These core principles in conjunction with the PYP, Reggio Emillia and Early Years Learning Framework (EYLF) underpin the intentional planning of play-based learning experiences in the Junior School. We view play as not a pause from ‘the real work’ but as the real work of childhood.
Play-based learning is embedded in the Junior School both formally and informally through the following opportunities:
- Outdoor learning and nature play: Highlighted by our bespoke programs - Bush School for Kindergarten to Year 2, Out the Gate lunchtime play and the Wildings and Bushwalking co-curricular groups.
- Loose parts play: Making and creating with open-ended materials, including natural and recycled materials and everyday objects.
- Imaginative play: Using creativity to create roles and scenarios during social play.
- Construction play: Building, creating and manipulating objects.
- Games with rules: Creating and following rules to promote teamwork and shared goals, which is a large focus area in our health and physical education learning experiences.
While this list is not exhaustive, it does capture the breadth of play experiences our children are offered in the Radford College Junior School. We remain committed to preserving space for play as a vital part of learning and will continue to honour the question: "When do the Children Play?”
By Mrs Di Fitzpatrick, Japanese Language Teacher
Last week, I had the honour of representing Radford College at the World Expo in Osaka, Japan. Outside of my teaching life at the College, I also hold the positions of President of the Australia Japan Society in Canberra and Vice-President of the National Federation of Australia Japan Societies. The Vice-President of Australia Japan Society, Mr Ben Raven, his colleague, Mr Masaya Kajitani, and I presented at an Education for the Future Seminar based on the Four Pillars of the Australian Pavilion, which are:
- Sustainability;
- Gender Equity and Diversity;
- Regional Partnerships; and
- First Nations.
In a video featuring students and staff from Radford College, I was able to highlight all four of these pillars, as well as make mention of our Christian values, the Radford Awareness and Service program, our regional partnership with Timor Leste, gender equity at the College and our focus on becoming a more sustainable school.
The event was attended by staff from the Nara Educational Directorate and teachers from the Nara University High School, representatives from Radford College's Japanese sister schools, Kure Kosen and Konko Gakuen, as well as staff from the Japanese embassy in Australia. We had attendees from as far as Sendai in the north of Japan to Hiroshima in the south.
The event was opened by Ms Nancy Gordon, the Commissioner General for Australia at the World Expo 2025 Osaka Kansai and a former Radford College parent. Attendees were offered morning tea, which included Australian favourites such as Anzac biscuits, lamingtons and Tim Tams. Afterwards, they had the opportunity to address questions to a panel that included Ms Gordon and Mr Ben Trumble, formerly from the Japan Foundation Sydney. We received so many questions, which reflected people’s desire to learn from what they had just experienced.
"The videos you put together from your schools showing how the cross-cutting values of the pavilion reflect the values of your schools were particularly meaningful. They told the story of the pavilion and the story of your schools. But more broadly, they helped to tell the story of Australia and Australian education to an important Japanese audience. As professional teachers with deep cross-cultural understanding, you showed you had all the tricks down pat, and you demonstrated them in the planning and execution of the event" – Ms Nancy Gordon, Commissioner General for Australia at the World Expo 2025 Osaka Kansai.
"Thank you so much for inviting me to such a meaningful and inspiring event. I am truly grateful to be part of this thought-provoking occasion. It’s been a real honour" – Masanori Kudo, Sendai.
"It was fascinating to hear more in-depth about the activities AJS ACT undertakes and the school video presentations and panel discussion were both informative and thought-provoking. This valuable discussion has inspired the staff and myself to reflect upon how the four pillars presented relate to our own teaching/learning environment" – Luke Rigano, Nara University High School.
We were honoured to welcome the CEO of Ronald McDonald House Charities (RMHC) ACT and Southern NSW, Eoghan O’Byrne, to the Junior School to address the Radford Student Council on Tuesday.
Radford College has a longstanding relationship with Ronald McDonald House Charities. This not-for-profit organisation provides accommodation to families while their children are undergoing hospital treatment for serious illness. There are 363 of these houses in 62 countries around the world.
Mr O’Byrne spoke to the students about the incredible work the charity does to help families stay together and resilient during the most difficult times of their lives.
McDonalds is the founding partner and gave the initial capital to enable the first Ronald McDonald House to open 51 years ago in Philadelphia, US. It was an oncologist, Dr Audrey Evans, who first identified the need for a place where loved ones could stay while their children undergo treatment. This was prompted from Dr Evans seeing a father sleep in his car while his eight-year-old daughter underwent cancer treatment 4.5 hours from home. This story also came to the attention of the local McDonalds owner, who arranged for the company to buy a house down the road from the hospital where this dad – and any other families whose children were patients at the hospital – could stay. And the rest, as they say, is history.
O’Byrne says their biggest challenge at the moment is demand. In Canberra, there are 10 rooms for families, and they often have a waiting list. They also rely heavily on volunteers. Radford College staff regularly cook meals at the Canberra Ronald McDonald House as part of the Meals from the Heart initiative.
This week, our students handed over hundreds of dollars’ worth of toys for sick children bought from the proceeds of the Radford Reaches Out fundraising efforts.
"We chose Ronald McDonald House because it’s supporting a lot of people and many of our teachers have a connection with the organisation. They help to cook meals for the families and share with us the great work of RMHC" – Alexis 6DO.
"We wanted to help kids who don’t have a lot of toys because they are sick in hospital. We thought it would make their stay a bit better" – Maya 6JC.
By Mrs Monique Glavonjic, Community Engagement Manager
On Friday, 25 July, the Radford College Foundation proudly unveiled its much-anticipated Donor Recognition Wall, situated prominently outside the Collegians Centre. The striking installation serves as a lasting tribute to the generosity and commitment of individuals and families who have contributed $10,000 or more to the Radford College Foundation.
The Donor Wall has been designed to reflect the collective spirit of giving that strengthens the Radford community. Organised into tier levels – from Member through to Diamond – the wall showcases the names of those whose philanthropic support has made a significant impact on the College’s ongoing growth and development.
Speaking at the unveiling, Foundation Chair Mr Alistair Coe and Principal Mr Christopher Bradbury expressed their gratitude to the donors, acknowledging that their contributions help ensure that Radford can continue to provide outstanding educational opportunities, facilities and programs for current and future students.
“This wall is more than just a list of names,” Mr Coe said. “It is a reflection of the shared belief in Radford’s mission and a visible reminder of how philanthropy can transform the educational experience for generations to come.”
The event was attended by donors, members of the Radford College community and staff, many of whom took time to locate their names on the wall and reflect on the collective impact of giving.
The Donor Recognition Wall now stands as a permanent symbol of gratitude and recognition, celebrating those whose generosity continues to shape the future of Radford College.
By Mr Nick Martin, Assistant Head of Junior School Learning and Teaching
Staff from across the whole College came together this week for a unique weaving workshop led by our Aboriginal Artist in Residence, Ms Jodie Munday. Jodie, a proud Wiradjuri woman from the Thubba-Ga and Ngunga people, generously shared her knowledge, artistic expertise, culture, and personal experiences with us.
Through the session, Jodie introduced us to the significance of totems—family, mob and personal—and shared the stories behind her own. We were invited to explore traditional materials, including a stunning woven coolamon made from Native River Tussock gathered from Galari (Lachlan River) on Wiradjuri Country. Jodie also spoke about men’s and women’s business and the cultural practices connected to fibre and weaving.
What made the experience so powerful was Jodie’s emphasis on "mob time"—an approach without pressure or expectation. The workshop was not just about learning to weave, but about creating a safe space to slow down, yarn, listen, learn, connect and be who you are. We will continue weaving during informal lunch time sessions where we can continue to connect across the College. You might even see a display of our weaving in the Junior School foyer later in the year!
We are incredibly fortunate to have Jodie Munday, a talented artist, working with our students and teachers. She works collaboratively with our Junior School Specialist team to enrich learning experiences and to support our broader goal of embedding Aboriginal and Torres Strait Islander perspectives meaningfully across our curriculum.
By Miss Melinda Hamilton, Kindergarten Teacher
This past week, our Kindergarten classes visited the Australian National Botanic Gardens to undertake the Growing Seeds workshop. As part of our investigations into How the World Works, students are exploring the external features of plants and describing ways they can be grouped based on these features.
While at the Botanic Gardens, students enjoyed a walk through the rainforest, looking at different plants. They also explored the Banksia Garden and moved like different animals around the space.
The students learnt about how a seed grows – from first coming into contact with the soil to the point of pollination and growing fruit. They found it very interesting that animals play a big role in the way in which seeds are moved from place to place.
Finally, we got to explore tables with hard fruits, leaves, seeds and other parts of the plant. By using magnifying glasses, the students could closely examine the seed pods. They also enjoyed touching and using their senses to learn more about the different parts of the plant.
Students will continue to learn about seeds and plants over the coming weeks as they grow them in their class and ask curious questions to deepen their learning.
"I learnt that seeds move places when animals eat the fruit" – Archer
"My favourite part was getting wet in the rainforest. There were really big trees down there and I saw moss on the fallen branch" – Isaac
"It was fun to touch the banksia flowers. There were different shapes and sizes. My favourite looked like a sausage!" – Aiden G
By Mr Nick Martin, Assistant Head of Junior School Learning and Teaching
This past week, our talented Songsters choir students proudly represented Radford College at the Primary Years Programme (PYP) Big Sing event - a day-long celebration of music and collaboration between PYP schools across the ACT. Held in the spirit of community, creativity and joy, the event brought together young singers from different schools to rehearse and perform a range of choral repertoire.
Throughout the day, students engaged in collaborative workshops, developing their vocal skills, musicality and confidence. The event culminated in a heartwarming concert, where the combined choirs performed for an enthusiastic audience.
Beyond the music, the day was a powerful expression of the International Baccalaureate philosophy - nurturing international-mindedness, building relationships across communities and promoting the arts as a vital form of expression and connection. The PYP Big Sing highlighted the value of shared experiences and the joy that comes from creating something beautiful together.
We extend our heartfelt thanks to Junior School Music Teacher, Ms Bronwyn Potter, for supporting our students so passionately, and to Songsters Conductor, Ms Greta Claringbould, for her inspiring leadership.
It was a day of harmony in every sense - musical, social and philosophical.
