Staff Insights
By Scott Corbett, Acting Assistant Principal Students
Our time at Secondary School and Senior School is a pivotal stage in our journey to developing the skills and capabilities that guide us in our lives as adults. The privilege we have as educators to walk alongside families in growing these capabilities among the young people we care for is a great honour. In my first Bulletin article for the year, I wanted to take the opportunity to introduce my model of well-being that has guided me in my approach as both an educator and a human being.
The model is referred to as the Circle of Courage, which emerged from the work of some brilliant educators in South Dakota. The model is a synthesis of both Western and Indigenous models of child development, attempting to highlight the universal needs for a person to thrive. The model identifies four core needs: belonging, generosity, independence, and mastery. When a person has all four quadrants met, they can have a sense of positive well-being and engage fully in their lives. Conversely, when someone has an unmet need in one or more of the quadrants, they will struggle to feel a sense of wellness.
Having trained in South Dakota with Dr Larry Brendtro, Dr Steve Van Bockern, and Lakota Elder Martin Brokenleg who led the development of the Circle of Courage, I have had the privilege of seeing the model embedded in communities to make a significant positive impact.
While you could debate endlessly about which universal need comes first, for me, it is belonging. Core to our capacity to thrive is our sense that we are part of a community and that we feel connected to the spaces and people we see daily. I hope that at Radford, all students, staff, and families, have the opportunity to forge a sense of belonging to this community. No matter where you draw this sense of belonging from, I hope that everyone that is a part of our community can continually develop their experience of connection to Radford. It is through this sense of belonging, as a beginning point, that I believe our students can thrive in the opportunities we provide for them.
For me, the Circle of Courage represents a framework through which to understand human behaviour. The belief in this school of thought is that our behaviour is simply our best attempt to meet our needs. Our role as families and educators is to support the young people we care for in developing the skills required to meet their needs in a positive, safe, and empathetic way. If we can provide those around us the courtesy of patience, apply empathy, and consider the need behind the behaviour, we can empower all in our community to thrive.
I look forward to working alongside all of our families as they foster their sense of belonging and embrace their role as essential members in the Radford community.
Reference: Brendtro, L; Mitchell, M. (2015), Deep Brain Learning. Circle of Courage Publications, Sioux Falls, South Dakota.
By Andy Fleming, Associate Chaplain
I’m someone who possesses a fear of heights, so I am full of admiration for those who also share this fear but still find the courage to take part in activities involving heights, such as abseiling.
Last week, I enjoyed being a part of Mentor Group 4's (MeG4) journey through the various Year 7 Camp activities. Taking a backseat from the more strenuous activities with my 'staff card', I was inspired by the students who pushed themselves to abseil and take on the flying fox - one of the highest and longest ones I've seen!
For some students, it was the words of encouragement from the Year 12 Mentors and their friends that gave them the strength to take on these potentially daunting tasks. Hearing one student shout, “This is amazing!” as they flew down the flying fox - after spending much time building the courage to have a go - was a highlight of the camp for me. It was an inspiring moment in which the student drew courage and strength from the words and actions of others.
Having faith and trusting in what others believe we are capable of permits us to take a course of action we might have otherwise passed by.
We've been given examples throughout history of the power of faith and trust. After Jesus’ Earthly ministry concluded, His Disciples drew courage from the Holy Spirit, growing in confidence and strength through their faith in Him to continue the ministry that He began. Indeed, Apostle Paul’s faith provided him with the courage to grow the early church, despite the many obstacles and seemingly insurmountable challenges he faced. Paul drew on his experiences to encourage us to be faithful, courageous and strong, acting out of love (1 Corinthians 16.13-14).
Some of us are lucky enough to find that mustering up courage comes easy - while others need words of love, care and faith from those around them first. I was so impressed by the Year 12 Mentors last week, who, like Paul, used their experiences from camp to encourage the Year 7s. It is these simple acts of love that strengthen the student community.
May you be blessed with the courage you need.
Ash Wednesday
Today marks the beginning of the season of Lent - a time for reflection, prayer and giving in preparation for Easter. On Ash Wednesday, we receive the mark of the cross in ash. This symbol acknowledges before God our shortcomings, the fragility of the world around us and our reliance on God. We journey with Jesus towards and beyond the cross.
At the Start by Rev. Sarah Speed
Is this the fast I choose?
Will I wake with the sun each morning?
Will I start with thank you?
Will I peel back the cage around my frame to let you in or will I get too busy?
Will my Bible collect dust on the shelf, along with my journal, along with my sense of self,
or will I roll back the stone and wade in?
Every new season beckons something of us—
attention, beauty, the chance to create.
This season is no different.
So, like moths to the light, will we find our way toward God, or will we hover, circling fake suns?
I am seeking something deeper.
I am kicking off my shoes.
I am starting this season on holy ground.
News
By Nick Martin, Assistant Head of Junior School Learning 3-6
Over the past few years, the Junior School has connected with local Spanish-speaking embassies in an attempt to strengthen our Spanish-language program.
These relationships have created many opportunities for our students to connect with native Spanish speakers and learn more about Hispanic cultures.
Last year, we were invited to participate in a logo-design competition celebrating 75 years of diplomatic relations between Australia and Uruguay.
At last week’s Junior School Celebration, we were excited to host the Ambassador of Uruguay, Her Excellency Mrs Dianela Pi and Assistant Secretary Latin America and Eastern Europe Branch, from the Department of Foreign Affairs and Trade (DFAT), Ms Rachel Moseley to announce that the winning design was created by Year 6 student, Dinugi Weerabaddana Dissanayake.
Dinugi’s design will feature throughout the year on all publications and communications made by the Embassy of Uruguay. We are very proud of Dinugi and excited for continued opportunities to connect with Hispanic embassies in the future.
By Tahlia Hunt and Emily Wang, Year 10 Service-Learning Students
Grind to Ground is an incredible social enterprise run at Canberra Institute of Technology (CIT), which Radford students luckily get the opportunity to attend and participate in each Tuesday. Grind to Ground engages adult volunteers with a disability and helps the environment by reusing products that would otherwise be sent to landfill.
At Grind to Ground, volunteers mix donated coffee grounds and sawdust to create a soil-enhancing product. The program recycles waste products and creates a sense of community, which has been shown to increase mental and physical wellbeing. This is important for everyone, especially those who are most vulnerable.
It’s encouraging to know that there are organisations like Grind to Ground that are working towards promoting social connections, environmental sustainability, diversity in society and furthering the inclusion of people with disabilities. Volunteering at Grind to Ground allows us to connect with people from diverse backgrounds and abilities, to expand our understanding and empathy. Working alongside people with disabilities to make Grind to Ground’s sustainable product further cements the reality that anyone can contribute to a brighter and more sustainable future.
We all know the importance of creating a more sustainable future, but oftentimes wonder about what a single 15-year-old can do. The easiest answer is not much, but that’s not true. There are plenty of opportunities to help the community at Radford and outside of Radford.
We find that participating in Grind to Ground has vitally increased our awareness of people with disabilities and how varied the lives, perceptions and realities between people are. If you would like to learn more, feel free to access the Grind to Ground website or visit them at Hall Markets.
By Faye Robertson, Junior School HPE Teacher and Sports Program Manager
Junior School students dove right into Week 2 of the school term by participating in the Junior School Competitive Swim Meet.
50 students from the middle and upper years signed up to compete in a variety of 50-metre and 100m swims at CISAC in Belconnen.
The Competitive Swim Meet was born last year when the Junior School sport and PE team explored the creation of providing a more diverse and varied swim opportunity for all students across the school.
The aim of the Swim Meet is to facilitate a more specialised and targeted approach to competitive swimming, feeding into Belconnen and ACT-zone competitions.
The Junior School Years 2-6 Community Swim Carnival will be held later in the year, where all students will have the opportunity to get into the pool by playing, exploring, learning and competing.
This year, we saw an increase in Junior School swimming competitors and all students gave their very-best efforts, supporting one another and encouraging each swimmer until the very last stretch.
It was such a supportive environment and students found themselves enrolling in events that were somewhat new, taking on personal challenges with pride and vigour.
Well done to all the swimmers who took part in the day. A special mention goes to the Golden Flipper winners, Isabelle Merenda and Lachlan Stevens, who gave the best swims of the day and took out the top place of male and female swimmers.
A group of Radford staff and students are preparing to return to Timor-Leste in June this year. In preparation, students are learning as much as they can about the people and places of Timor-Leste. In small groups, students are also researching aspects of the Timorese culture, economy, industry, politics and history.
Kobe Sun, Oscar Watt, Sophia Prince and Katie Ceniza-Drake have decided to learn more about Timor-Leste’s coffee industry. This led to an invitation to attend an event hosted by Orijem Timor, a company that is working with Timor-Leste-based Kape Diem Coffee Lab, Australia-based Project Origin, and 1LM, as well as project partners, Australian Government Department of Foreign Affairs and Trade, Palladium: Make It Possible and Business Partnerships Platform to improve the coffee quality and develop export potential.
The event consisted of delicious coffee tasting and many great conversations, including with Kape Diem’s coffee harvest coordinator, Estefania Ferreira, who shared her leadership experience, which is paving the way for the next generation of coffee professionals.
Her Excellency Inês Maria de Almeida, Timor-Leste's Ambassador to Australia; His Excellency General Taur Matan Ruak, Prime Minister of the Democratic Republic of Timor-Leste; Her Excellency Adaljiza Magno, Timor-Leste Minister of Foreign Affairs and Cooperation; and William Costello, Australian Ambassador to Timor-Leste were all present at the event and it was great to meet them.
Kobe Sun wrote:
Orijem Timor is a company that works with Timorese coffee growers to increase the quality and the amount of coffee for export. I had the privilege to attend an Orijem Timor event that discussed the importance of coffee to the Timorese economy and how Orijem Timor is working towards promoting gender equality and social inclusion though the production of coffee.
Whilst at the event, we had the opportunity to talk to Daniel, one of Orijem Timor's team members about the Timorese coffee industry. During our conversation, he invited the 2023 Timor group to visit Orijem Timor's facility when we go to Timor-Leste. Overall, the experience was valuable to understand more about Timor-Leste’s growing coffee industry.
Watch this space to see where this visit might lead! To watch a short video about Orijem Timor, click here.
What brought you to Radford? Was it your first teaching job?
In 1983, I was in my third year of study at the Canberra College of Advanced Education (now UC) and would watch with great interest the initial construction of Radford College from the window of my Action bus (432) that I caught daily from Dickson. While I didn't graduate until the end of 1984, I kept an ever-vigilant watch on the 'positions vacant' page of the Canberra Times to see the subjects taught at this new Anglican school.
It soon became apparent that geography was one of the subjects offered in the curriculum and I was hopeful that Radford would hire an extra geography teacher in its second year. However, it transpired that no such position was needed. Nevertheless, I viewed this as a minor setback and, being a glass-half-full type of guy, I applied anyway. In the end, it proved a shrewd move as one of the founding geography teachers had resigned at late notice. The next step was a meeting with Jock Mackinnon and Graeme Wigg, and the rest is history (38.5 years to be precise and still counting).
As an aside, Radford College was not my first teaching position as I had been offered a one-term position (in the old three-term years) at Kambah High School, which required a geography teacher post-haste. The school contacted the C.C.A.E Education Faculty, which forwarded my name. Consequently, I was able to start my teaching career even before I'd finished my final semester of university.
Had you always wanted to teach geography?
In 1976 and 1977, I attended Year 10 at Dickson High and Year 11 at Dickson College, respectively - it was the same school but was transitioning to the new secondary college system. During those years, I was lucky enough to have two of the most inspirational teachers - one was a geography and economics teacher and the other was a geography and P.E. teacher. Both Mr Frank Lynch and Mr Paul May made the job of teaching look incredibly worthwhile, so my mind was made up - geography teaching here I come! I had the absolute pleasure of seeing Paul again in Term 1, 2020 when a colleague of mine, Jane Lilley, organised the most awesome excursion to the Eurobodalla Shire for our Year 10 geographers. Jane had lined up a guest speaker from the South Durras Branch of Landcare - none other than the wonderful Paul May. This was one of the most special moments of my career.
What does Radford mean to you?
Besides being a home away from home, Radford has allowed me to meet some of the most amazing people - staff, students and parents. Some of my best friends in life have a Radford connection in one way or another, and this I give thanks to daily. Technology aside, walking into a Radford classroom looks very similar to when I first started here in 1985. Students are respectful and allowed to get on with their learning in a safe, controlled and stimulating environment. Personally, I feel incredibly privileged to be able to say that my whole career has been based around Radford College; it’s my equivalent of James Hilton's Goodbye, Mr Chips or R.F. Delderfield's To Serve Them All My Days. The latter is my favourite BBC mini-series, which I watched time and time again in my first year as a student-teacher.
What have been your proudest achievements at Radford?
Regardless of the time of day, week, term or anything I'm dealing with outside of Radford College, I always try my best to project a positive and happy demeanour in the classroom and around the school. Now entering the 'grumpy old man' phase of life, I still try my best to demonstrate respect to and for every student whom I have a connection with, knowing that there is a good chance that respect will be reciprocated and even flow into other relationships and aspects of a young person's life. This may not seem like a big achievement to some, but it is to me!
What are the biggest changes you’ve witnessed here?
For the parents and grandparents who experienced Radford in the 1980s and 1990s, the buildings - size and functionality - must represent the biggest physical change. The biggest change from a teaching and pedagogy point of view revolves around the introduction of technology. I have no doubt that computers represent the future but, at times, they also present an incredible distraction in the classroom.
What does the future hold for you?
This is a tough question. At the end of my first year (1985), I had spent 4 per cent of my life at Radford. At the end of 2023, it will be a staggering 63 per cent of my life. As my family would be quick to tell you, I do not like change. For example, I have never sent a text and never will - I just ring people up (it drives them crazy sometimes). I would really like to complete a nice round 40 years here at Radford (2024), after which I will check in with my tea leaves to see what's in the offing; after all, there is a lovely overlap in the terms geography and tasseography (feel free to look it up).
Radford College Parents & Friends Association (Radford P&F) has been awarded a grant of $10,638 from the ACT Government as part of the ACT Education Directorate’s Non-Government School Parent Engagement Grants Program. The aim of the Grants Program is to foster and enhance parent engagement in children’s learning, through building strong partnerships with parents and families.
Radford P&F’s grant proposal focused on enhancing parent engagement, building team rapport and uplifting skills and confidence within Radford P&F to address the reduction in engagement as a result of COVID-19.
To do this, Radford P&F will employ the services of the National Institute of Dramatic Art (NIDA) Corporate to develop and provide the Radford P&F committee with customised face-to-face group training.
The training program will focus on the development of:
- Communication skills with parents to strengthen parent engagement;
- Responding effectively in the moment;
- Strategies to deliver successful communication in different environments;
- Managing challenging communication scenarios;
- Public speaking and presentation skills, including enhanced physical and vocal presence; and
- Promotion and media presentation, including social media.
Radford P&F looks forward to the implementation of this program following the Annual General Meeting scheduled on Thursday, 16 March 2023 at 6 pm in RA Young Hall. We encourage parent attendance and note that applications to join Radford P&F are open. For those interested in more information about joining Radford P&F, please contact Monique Glavonjic on 02 6162 6217 or p&f@radford.act.edu.au
New Date for Welcome Back BBQ & Movie Night
We look forward to welcoming families to the Welcome Back BBQ & Movie Night on Friday, 10 March 2023 in RA Young Hall.
A FREE sausage sizzle, drinks and ice cream will be available. Ice creams are thanks to the Radford Foundation.
Families are encouraged to bring picnic rugs or bean bags (a few chairs will be placed in the hall).
