Staff Insights
As we run, we trust
Values strengthen resolve
As we run, we trust
Share this articleBy Mr Andy Gordon, Interim Principal
I haven’t run a marathon, but those who have, tell me that there comes a point where willpower and fatigue meet.
That is where I feel we are at present. The physical exertion of the recent Cross Country Carnival, dovetails with the reflective expression of last weekend’s 40th P&F Artshow.
Can we feel and exert simultaneously? We can. We do.
Our values were forged, not in clay, not in iron, but in the hearts of our people.
As we move around the campus, participate in and watch weekend sport, attend performances, dedicate time to service learning and after-hours care, we feel right in the middle of the marathon, with people who are running with us.
As we run, we trust in our first words (shown below in designs by Collegian and former staff member Dougal Mordike) to strengthen our resolve to keep going.
Our College prayer reflects our values in action, lived.
Great Creator God,
you sing the world into life and fill it with love
binding the things of earth with the Kingdom of Heaven.
Breathe your Spirit over this land,
awaken our senses and fill us with light
that with Christ your Son
we would live in truth
rise in compassion
and walk in wisdom.
Amen.
Go well and lead well.
Andy
Inspired by the Spirit
A Pentecost message
Inspired by the Spirit
Share this articleBy Rev. Andy Fleming, Chaplain
During this week, the church observes Pentecost. Pentecost occurs 50 days after Easter and a week after Jesus’ ascension to Heaven. Most significantly for Christians, it is the time in which the Holy Spirit was sent, fulfilling Jesus’ own prophecy for an Advocate to come an intercede for us on Jesus’ behalf.
The Book of Acts provides the dramatic account of the Holy Spirit's arrival among the disciples. The Old Testament descriptions of wind and flame signalling a ‘divine presence’ are recalled as the Holy Spirit blows in as a violent wind, filling the whole house, and tongues of fire appear among the followers of Jesus. All followers were filled with the Spirit and given the ability to speak the language of the many places from which the Jews came.
I personally remember two phrases from my high school French lessons. There have been many times when I would have liked to know the language for the ease of communication and understanding. We all know how much easier it is, and even comforting in some situations, to be able to understand what is being said by others. In contrast, the crowd that was forming around Jesus’ followers felt they had been drinking. The apostle Peter encourages the crowd to listen more carefully to the words being said. He explains the followers are not filled with wine, but with God’s Spirit. Citing the prophet Joel’s words, most likely well known to the crowd, this fulfils God’s promises. God’s people are now dreaming of and seeing visions, imagining a better world.
As we continue to hope for a better future in our polarised world, I wonder what it means for us to live inspired by God’s Spirit. How we can listen carefully to and make sense of the many different ‘voices’ that seemingly bombard us. The Spirit helps us to discern the truth and reality through this ‘noise.’ And rather than trying to enforce ourselves and opinions on others, God’s divine presence in our lives empowers us to listen to these voices, so we can learn from them and work with others to build and nurture our community.
Stay the Course by Christine Garner
Stay the course, my beloved ones,
Don’t stray aside when things get tough.
Your God is there, what ere may come,
So don’t lose patience, trust in God.
He knows your wants, your fears and doubts.
He sees your needs, He is there, Reach out.
The road may get tough.
Hills to climb and roads too rough.
But look at where God has lifted you.
Look at where He has carried you through.
You are not alone; His love is true.
He follows your path, and when needed,
He carries you.
Go in Peace,
Rev. Andy
News
Artshow@Radford
Celebrating Canberran and College artists
Artshow@Radford
Share this articleBy Mrs Monique Glavonjic, Parents & Friends Administrator
We are thrilled to announce that the recent 40th
Artshow@Radford exceeded all expectations, showcasing the incredible talent within our College and wider Canberra community. The show attracted a record-breaking number of attendees and sales on the Gala Opening night. The event, which took place from Friday 17 May to Sunday 19 May was a resounding success, leaving a lasting impression on all who attended.
This year's art show saw a remarkable increase in attendance, with many art enthusiasts, students, College staff, and community members coming together to show their appreciation for the arts.
The gala opening night of the art show in the newly transformed T.B Millar Hall was a grand affair, marked by an air of excitement and anticipation. The event was launched by the Parents & Friends President, Mrs Stephanie Hinton alongside our guest judge Mr Robert Stephens, owner of the Aarwun Gallery. We launched our Junior School House banners created by our First Nations Artist in Residence, Ms Jodie Munday and a number of junior school students who commenced work on these banners in 2022. Attendees had the opportunity to engage with the artists, explore the captivating artworks and purchase works. The sales from the opening night alone surpassed all previous records, reflecting the high quality and desirability of the artwork on display.
Former Radford College teacher, Jonquil Mackay’s daughter, Bridget Mackay recorded a video that was played at the Gala opening to honour her mother who passed away in 2018. Ms Mackay thanked the College for keeping her mother's spirt alive with the first prize award that has her name attached to is, and added that her mother would have been very proud to see the works on display.
One of the standout features of this year's art show was the incredible diversity of artists and artworks represented. We were proud to have a significant increase in the number of registered artists, showcasing their unique perspectives and creativity across various mediums. The wide array of works, including paintings, sculptures, photography, and mixed media, truly captivated the audience and provided a feast for the senses.
Mr Stephens had the challenging task of selecting standout pieces for the awards. The chosen artworks demonstrated exceptional artistic skill, innovation, and thought-provoking concepts, leaving a lasting impact on all who had the opportunity to view them.
1st Prize – In honour of Jonquil Mackay and thanks to the Radford Collegians $2000 – Tatiana Caines, Walking in Bimberri.
2nd Prize – Highly Commended and thanks to Perm-a-Pleat $1000 – Benjamin van Eldik The purpose of Life is to Live it.
3rd Prize – Emerging Artist and thanks to the Radford Foundation $500 - Robert Wynton, Out of Gas.
Our student awards were announced during the art show on Sunday 19 May, and we congratulate the following students. The student cash prizes were thanks to the generous support of ISC Sport.
Secondary School:
1st Prize – Petra Belgun, Year 12
2nd Prize – Imogen Wallace, Year 9
Junior School:
1st Prize – Tahlia Smith, Year 5
2nd Prize – Ivy Jin, Year 5
Long time returning artist, Andrew Smith won the People’s Choice Award for his stunning work Where the Snowy River Rises.
The committee’s new initiative for this Artshow@Radford was a Paint & Sip evening. It was such a success, that we will be bringing this back in 2025.
We extend our heartfelt appreciation to all the artists, attendees, Interim Principal Mr Andy Gordon, Interim Deputy Principal, Head of Junior School, Ms Karen Mahar, Deputy Principal, Head of Secondary School Mr Brad Cooney, the curator of the exhibition, Mrs Camelia Smith, our art teachers, our sponsors including QOTE our printing provider, volunteers and lastly a wonderful Parents & Friends committee who contributed to the success of this year's art show. Your support and passion for the arts have made this event a truly memorable experience.
We look forward to continuing to nurture and celebrate the artistic talents within our College community in the years to come.
Radford's Spirit Trophy
A proud history of house spirit
Radford's Spirit Trophy
Share this articleBy Mrs Annette Carter, College Historian
In the foyer of the Secondary School library are two wooden artefacts in acrylic showcases. Together they represent the Spirit Trophy that was first introduced in 1994. They were brought in to recognise “the overwhelming spirit of the House as opposed to the physical talents". The trophy consists of an aboriginal totem and a didgeridoo and is awarded to the House which earns the greatest number of spirit points over the year. (Radfordian, 1994).
The plaques on the showcase highlight that since 2006 the winners have been:
2006 – Wandoo
2007 – Karri
2008 – Boronia
2009 – Kurrajong
2010 – Banksia
2011 – Kurrajong
2012 – Boronia
2013 – Karri
2014 – Huon & Karri
2015 – Karri
2016 – Kurrajong
2017 – Kurrajong
2018 – Huon & Kurrajong
2019 – Kurrajong
2020 – Jarrah
2021 – Kurrajong
2022 – Huon
2023 – Banksia
Further research shows that the winners for the years prior were:
1994 – Banksia
1995 – Huon
1996 – Wandoo
1997 – Boronia (Athletics Carnival) and Huon (Swimming Carnival)
1998 – Kurrajong
1999 – Kurrajong
2000 – Jarrah
2001 – Unknown
2002 – Unknown
2003 – Boronia
2004 – Wandoo
2005 – Unknown
Amusingly, when Boronia was awarded the Spirit Trophy in 2003, they learnt that they weren’t physically awarded the trophy “as Chris and Vic learned later, we do not actually get anything (having run up on stage at assembly to claim our trophy)” (Radfordian, 2003)
Do you know if it was awarded in 2001, 2002 or 2005? Or why it wasn’t? We’d love to know. Please email annette.carter@radford.act.edu.au
Anglicare Winter Appeal
Call out for food and warm clothing donations
Anglicare Winter Appeal
Share this articleBy Rev. Dr Katherine Rainger, Senior Chaplain
Our service partners at St John’s Care, an Anglicare partner, continue to meet the needs of Canberrans. Their services are in great demand.
St John’s Care aims to bridge the gap and break the cycle of disadvantage, isolation and economic hardship with compassion, advocacy, respect and encouragement through the provision of emergency relief and other programs.
Students across the College regularly visit St John’s Care to hear about their work, stack the shelves, play music and serve at the community lunches.
This is the final week of our whole College pantry and warm clothing appeal.
Bring your donations of non-perishable items and good quality, clean warm clothing to:
Junior School
- Junior School Foyer
- ELC reception
- 5/6 reception
Secondary School
- 5 –12 Library
- Well-being reception (lower Morison Centre)
Please read through the list of grocery items below. Every little bit helps.
Activities on Friday 24 May
Junior School – wear your ‘Winter Warmers’
Students are to come to school in their regular school uniform but may add a winter warmer. Winter warmers include items like hats, scarves, gloves and earmuffs which can be removed when undertaking sport.
Please Note: Oodies and PJ’s are not to be worn to school. Items need to be easily removed to ensure full participation in Friday Sport.
Secondary School – wear your ‘Winter Woolies’
Time to dig out your fluffy jumpers, scarves, beanies and hoodies for a non-uniform day. Remember your donation for St John’s Care.
There will be a cake stall and hot chocolate at lunchtime on the Morison lawn.
Students are reminded to dress warmly and wear appropriate shoes for sport and practical subjects. Clothing must be appropriate for school and adhere to the guidelines for non-uniform days.
Three cheers for our IBDP students!
2024 cohort celebrate major milestone
Three cheers for our IBDP students!
Share this articleBy Dr Rebecca Barlow, IBDP Extended Essay Coordinator
Congratulations to all students in the 2024 cohort of the International Baccalaureate Diploma Programme (IDBP) who have completed a major component of their studies, the Extended Essay.
The Extended Essay, or EE, is a core subject in the IDBP alongside Theory of Knowledge (ToK) and Creativity, Activity, and Service (CAS). The EE is an independent research project culminating in a 4000-word essay on a topic and research question within a chosen IBDP subject. The EE requires high-level skills in research, methods, writing, and analysis, and often involves primary data collection and/or experimental work. Students are supervised by a teacher with relevant subject matter expertise over a period of 12 months to complete the EE.
Students in the 2024 cohort have produced the outstanding works listed below. Well done to all!
BIOLOGY
Aoife Rothery, supervised by Mr Tim Briggs
The effect of plastic dumping on the role of algae in marine ecosystems: How has the excessive amount of plastic waste in the environment affected the growth of microalgal species?
Tanvi Vunnam, supervised by Mr Tim Robards
An investigation into natural treatments mitigating bacteria found in wounds: Do the components within natural antibacterials (Manuka honey and turmeric) possess comparable antibacterial effects against common wound bacteria (Staphylococcus aureus and Escherichia coli) as common treatments found in the pharmacy (Betadine and Medipulv)?
BUSINESS MANAGEMENT
Clarissa Gautama, supervised by Ms Dianne Gilbert
Marketing’s contribution to HYBE success within the Korean pop industry: To what extent has marketing contributed to the success of the HYBE Corporation within the Korean music industry in the 21st Century?
Charlie Rehfisch, supervised by Ms Dianne Gilbert
The Barbie Party at Peter Alexander – a licensing success? How successful has Peter Alexander’s recent licencing agreements with the Barbie brand been in generating consumer excitement, resulting in growth?
GLOBAL POLITICS
Adam Aly, supervised by Dr Rebecca Barlow
An analysis and evaluation of state and non-state actors’ policy approaches to maintaining international relations with the Taliban government following the withdrawal of US armed forces in 2021: How have the USA, China, and the Tunxi initiative states attempted to maintain international relations with the Taliban since 2021, and do their policy approaches suggest and overall trend towards constructive engagement of conditional recognition?
Pippa Humphries, supervised by Mr Amer Salman
Compromised sovereignty in Papua New Guinea: An examination of transnational corporations and state sovereignty in less economically developed states: To what extent is the inability of Papua New Guinea to prevent the environmental exploitation of New Ireland hardwood Timber a result of compromised sovereignty?
Maya Jamali, supervised by Mr Nick Moss
The future of Pacific Island nations’ sovereignty in our changing climate: How is climate change affecting Pacific Island nations and what are the implications of these effects for state sovereignty?
Palak Maheshwari, supervised by Dr Rebecca Barlow
Feminist theory, structural violence, and intersectionality – Theoretical utility and the causal mechanisms of Syrian child marriage in refugee camps across the Middle East: To what extent is a feminist theory of international relations useful in understanding child marriage in Syrian refugee camps across the Middle East?
Joe Martin, supervised by Mr Nick Moss
An evaluation of the role Russia played in undermining US sovereignty in the 2016 presidential election: To what extent did Russia undermine US sovereignty in the 2016 US presidential election?
Nick Neshev, supervised by Mrs Alison Steven
Political polarisation and modern democracy – examining the detrimental effects: To what extent does political polarisation cause detrimental effects for modern democracy?
Alexandra Smith, supervised by Mrs Alison Steven
UN Women and the promotion and protection of women’s human rights in Afghanistan 2020-2021: To what extent was UN Women effective in promoting and protecting women’s human rights in Afghanistan between 2020-2021?
HISTORY
Olivia Bartlett, supervised by Mrs Jeanette Clayton
Canberra’s demographics and culture: How and why have Canberra’s demographics and culture changed since Federation in 1901?
Anna Berge, supervised by Mrs Rebecca Hunter
Norwegian resistance under Nazi occupation and the nuclear race: What was the effect of Norwegian agents when compared to British agents in missions aimed to stop German nuclear power?
LITERATURE
Ellie Archer, writing in Literature and supervised by Ms Maria Whiting
Mundane matrimony: Spousal expectations and power dynamics as seen through the popular novel, Gone Girl: How and to what effect does Gillian Flynn critique the idealisation and power dynamics of marriage in her novel, Gone Girl?
Rena Cao, supervised by Ms Ailsa Mackerras
The dual narrative of Rebecca: The unmasking of patriarchal oppression: How does the Second Ms De Winter’s narrative perspective influence reader perception of Rebecca as a romantic bildungsroman novel, thus masking themes of patriarchal oppression?
Ethan Trinh, supervised by Ms Ailsa Mackerras
An existential odyssey – The exploration of philosophy through the multiverse in the film Everything Everywhere All at Once: How is the multiverse used in the film Everything Everywhere All at Once to explore absurdism as an answer to pessimistic nihilism?
Haya Yousafzai, supervised by Mrs Julia Oreo
The influence of allegorical storytelling on consumerist behaviour in Roald Dahl’s Charlie and the Chocolate Factory: To what extent does Dahl’s use of allegory in Charlie and the Chocolate Factory discourage consumerist behaviour in younger readers?
MATHS
Sarah Lin, supervised by Mr Stuart Mitchell
Geometric expressions of irrational intervals: How do the geometric expressions of musical intervals in the twelve-equal temperament correspond to the perception of these intervals by the human ear?
MUSIC
Finn Robinson, supervised by Ms Emily Leong
An analysis of the utilisation of Miles Davis’ modal jazz improvisation within Kind of Blue: To what extent does George Russell’s theory of modal jazz influence Miles Davis’ compositions and solos on Kind of Blue?
PSYCHOLOGY
Ambrosie Brassil, supervised by Ms Sarah Box
The influence of misinformation on false eyewitness memories: To what extent does the misinformation effect contribute to false eyewitness memories?
Sydney Nguyen-Cuu, supervised by Ms Tracey Craze
An exploration of the cognitive impacts of domestic violence: To what extent does domestic violence have cognitive impacts on women in romantic or intimate relationships?
Bella Schofield, supervised by Ms Tracey Craze
Attention Deficit Hyperactivity Disorder – An inquiry into the power of gender biases and stigmas affecting the rates of self-harm: To what extent do sociocultural factors affect girls seeking diagnoses for Attention Deficit Hyperactivity Disorder?
Author visit: Tristan Bancks
Teen and children's author pays JS students a visit
Author visit: Tristan Bancks
Share this articleBy Ms Shellee Nikolaou, Junior School Teacher Librarian
On Friday, 17 May, renowned author Tristan Bancks attended Radford College and spoke to both Year 4 and Year 6 students about the importance of reading, his own creative writing process as well as giving us an introduction and insight into his novels.
Students were engaged in his dynamic and visual display and asked many thoughtful questions about his novels and how he produces ideas. Tristan introduced his new novel, Scar Town to the students and read a except from the book. Scar Town has been short-listed for a Children’s Book Council of Australia Award.
It was very encouraging to see many students raising their hands when asked if they have ever read a Tristan Bancks novel. This shows the popularity and reach of his books in our school community. We hope that this visit may encourage our students to continue to read widely and to come up with unique ideas in their own creative writing.
Introducing our new language assistants
Welcome Manon and Ayumi!
Introducing our new language assistants
Share this articleBy Ms Michele Sharp, Head of Languages
The Radford Languages Department hosts Language Assistants in the Secondary School each year. Language Assistants are sourced through our contacts with overseas universities or sister schools and are university students/recent graduates with an interest in pursuing a career in education. They are a fabulous resource for the Languages Department as they contextualise learning for our students and support teachers with developing authentic language-teaching materials. Assistants live with Radford families during their stay, which gives them the opportunity to improve their English language skills and learn about everyday life in Australia. We are always very grateful to families who support this program by hosting an assistant for a term.
This program is a wonderful cultural and educational exchange, and our students are enjoying demonstrating their language skills to Ayumi and Manon. A big thank you to Ayumi and Manon for their work so far.
Ayumi and Manon also volunteer at the Homework Hub on Wednesdays. I encourage students to make use of this time to do a little extra speaking practice or gain assistance with any concepts they find challenging. Students should speak to their classroom teacher to arrange a booking.
Getting to know Miss Ayumi Oka
Hello, my name is Ayumi, a Japanese assistant from Osaka, Japan. I've only been in Australia for three weeks now, but I've already had many new and exciting experiences. I'll be here until December. The reason why I wanted to become an assistant is because I’d like to study Japanese education in Australia, to study English, and also, I wanted to experience living in Australia.
I would like to talk about my school life and what I have felt since I came to Australia. I work as a Japanese assistant at Radford. I participate in Japanese classes to practice conversation with students and play Japanese games together. It's so fun in class. The students are very nice and helpful. They talked to me outside of class and one student even gave me a croissant! I help the Japanese teachers and their classes are interesting and fun. All students enjoy their classes, and some say that Japanese is their favourite of all the subjects. I’m glad to hear that, and I feel happy to be able to help them study Japanese.
I’m surprised at the difference between the education systems in Japan and Australia. Even in just three weeks, I notice a lot of differences. For example, the contents of the class. In Japanese schools, especially in language classes, the students don't have much time to speak using the grammar and idioms they’ve learned, because they have to learn more vocabulary and grammar to pass the language test. I think it's important to take the time to do that. In Australia, there are many opportunities for students to use the grammar and vocabulary they’ve studied, such as conversation, presentation, and making manga (comics). They also learn about the culture of the language, which I think is great. I would like to continue to learn more about Australian education and culture.
I live in a household where a Radford Year 11 and 8 Japanese student live. On weekends, I bake bread, watch Australian movies, go to the farm, and shop with my host family. They teach me English, Canberra lifestyle, and even Australian jokes! Everything is a new experience for me, so it's fun. This is my first time in Australia and before I came, I was nervous about living abroad. However, everyone is very kind and always helps me.
It's only been three weeks since I've been here, so I haven't travelled around Australia yet, but I hope to do so with Manon (the French Assistant) soon. My host family, teachers and students have given me many recommendations in Australia, and even recommendations for great Japanese restaurants. During the next holiday, Manon and I are going to the Gold Coast and Brisbane. Please let me know if you have any recommendations. I want to travel more and have wonderful experiences. I appreciate the people who gave me such a valuable opportunity, and everyone involved with me. I look forward to enjoying my life here even more.
Getting to know Miss Manon Tusseau
Hello everyone, I'm Manon, the new 2024 French assistant. I came to Radford to assist the two excellent French teachers, and to help the students practice their French.
I arrived in Australia on 16 April and was lucky enough to be able to discover the city of Sydney, as well as its iconic landmarks such as the Sydney Opera House, Luna Park, Harbour Bridge, Taronga Zoo and the famous Manly and Bondi beaches. Not only that, but I also spent an afternoon in Sydney's Royal Botanic Gardens, where I discovered bird species that we don't have in France, such as Ibises and Cockatoos, which are very noisy.
This incredible opportunity was made possible by my former English teacher, Mrs Bouteiller. She suggested I come to Australia, to work at Radford as a French language assistant. This was made possible thanks to the Radford team. I'd like to thank Mrs Bouteiller and the teaching and administrative staff at Radford for helping me organise this experience.
It's been some weeks since I arrived at Radford, and what I've noticed is that the students have a thirst for learning. It's a real pleasure to talk to and help the students, who are very curious, motivated and enthusiastic. I'm extremely proud to be able to introduce them to French culture. What's more, I really enjoy chatting with the students in French class. If students would like to practice their French, the Assistants are now helping at the Homework Hub. The Homework hub takes place every Wednesday, so don't hesitate to come and chat with me and find out more about the French language.
As far as Radford is concerned, I was amazed by the size of the school and found that students have a wide range of subjects, options and extracurricular activities. I think this is a great advantage for the students, they can choose options that relate to their passions and can perfect it at school. Working at Radford allows me to improve my English through constant exposure to the language. But more than that, this experience has introduced me to the world of education, and more specifically to Australian education. I'm not only discovering Australian education, but also Australian culture by learning about Australian history, art, different sports, and Australian specialities.
I realise that living in another country brings me a lot of personal enrichment, and I'm sure that I'll come back from this experience having acquired unique skills. Finally, I'll be able to travel around Australia on weekends and vacations. This allows me to visit Australia's beautiful landscapes.
Ramses and the Gold of the Pharaohs
Years 11 and 12 excursion
Ramses and the Gold of the Pharaohs
Share this articleBy Sebastian Bardelang, Year 11
On Friday 17 May, the Year 11 and 12 Ancient History classes got to view the Ramses and the Gold of the Pharaohs exhibit at the Australian Museum in Sydney. It was an extraordinary experience featuring everything from a colossal head of Ramses II to golden burial masks, ornate coffins and even mummified animals!
Being able to gain a glimpse into Ancient Egypt and its wonders was breathtaking. It was remarkable that these artefacts have survived 3000 years of war, grave robbing and natural decomposition. We should all appreciate these amazing works that have inspired people for millennia after their creation and have influenced western civilisation.
They can teach us (through studying history) what a person such as Ramses II (1303 –1213 BC) would have been like. His statues depict him as a benevolent and great Pharaoh, though other accounts view him as nothing but a propogandist. So, it was (and still is) up to us history students to decide whether he was a man to be praised or despised. If your parents ever forget your name, spare a thought for Ramses who had 150 children!
Reconciliation Day 'pop-up' Choir
There is still time to join
Reconciliation Day 'pop-up' Choir
Share this articleBy Rev. Dr Katherine Rainger, Senior Chaplain
Students in Year 3 – 12 are invited to join the Emerging Voices Popup Chorus on Reconciliation Day (no practice, no experience required, all welcome!) in addition to the full choir for those who have been practicing. It's not too late to get involved!
Those students who have attended our workshops and/or have been diligently practicing the songs as part of a school choir will perform the verses and parts as part of our official Emerging Voices Choir.
The Pop-up Emerging Voices Choir will join them on the choruses only. This is a wonderful opportunity for students who wish to sing but have been unable to learn the whole songs, to be involved on the day.
Performance and Programme Details:
- When: Monday 27 May 2024
- Where: Commonwealth Park, Canberra, ACT (Near Stage 88)
- 8.30 am – 9.30 am – Optional Free BBQ Breakfast at BBQ area near the playground
- 9.30 am – Meet and register at the Making Peas/ce Tent (look for the banners and signs)
- 10.00 am – Warm-up and last practice
- 11.00 am – Sound check
- 11.20 am – Performance Stage 88
- 11.30 am – End of performance
Each singer who attends will receive a numbered commemorative certificate for participation.
Click the links below for the downloadable and printable program and maps for the day.
Repertoire
We will be performing two songs: One and Free and Anthem of the Desert Pea
- One and Free (sheet music)
- One and Free (lyrics sheet)
- Anthem of the Desert Pea (sheet music)
- Anthem of the Desert Pea (Lyrics sheet)
For more information and to register click here.
Autumn Concert
Free concert tomorrow
Autumn Concert
Share this articleThe Radford College Autumn Concert will be held tomorrow, 23 May, from 5.30 pm in the T.B. Millar Hall.
The evening will be a showcase of a selection of our concert bands, choirs, string orchestras and ensembles involving students from both Junior and Secondary Schools.
Entry is free and tickets are not required. Come and join us for a fabulous evening of music!
Radford College Giving Day
Mark your calendars - 5 June 2024
Radford College Giving Day
Share this articleAs our College celebrates our 40th birthday, the Radford College Foundation will host its first Giving Day on Wednesday 5 June 2024.
Money raised will go towards scholarships and Radford’s future.
Giving Day is not just about financial contributions, it's about coming together as a community to show our support and appreciation for Radford College. Whether it's a donation, big or small, volunteering your time, or spreading the word about our fundraiser, every effort counts and makes a difference.
Here are some ways you can get involved:
1. Make a Donation: Your tax-deductible donation to the Foundation will contribute to scholarships and the development of the Radford campus to navigate the future of education. Whether the amount is big or small, every contribution counts.
2. Spread the Word: Share our Giving Day campaign with your friends, family, and colleagues who may be interested in supporting our College. Together, we can reach a wider audience and make an even greater impact.
3. Social Media Engagement: Follow us on Facebook or Instagram. Like, comment, and share our Giving Day posts on these social media platforms to help us increase visibility and reach a wider audience.
Click here to visit the Giving Day website.
We are incredibly grateful for the support we receive. Your dedication and commitment to the College make a tremendous difference in the lives of our students.
Please mark your calendars for 5 June 2024. Together, we can make this a truly memorable and impactful event.
Thank you in advance for your support, and we look forward to celebrating Giving Day with you.
Welcome Raddy!
Our Giving Day teddy
Welcome Raddy!
Share this articleRaddy the Teddy has heard that there is a Radford College Giving Day on Wednesday 5 June and is keen to be part of it.
The thing with Raddy is that he will need a home . . . will you be able to help?
If you think you can provide Raddy with a good home, please make sure you come along to our Giving Day pop-up stall on Thursday 30 May between 2 pm and 4 pm in front of the ELC. All you need to do is provide us with your name and phone number and perhaps you will be chosen to take Raddy home with you.
Make sure you continue to follow our us on Facebook and Instagram to see what Raddy is up to at Radford College.
Sports Report Term 2, Week 4
Results, camps and trials
Sports Report Term 2, Week 4
Share this articleOn Friday 10 May, the Radford College’s four premiership teams attended the Cricket ACT Junior Awards Presentation at the Hellenic Club. Here are the results:
First XI – Premiers in the Colts Division 1 50-over competition and Runners-Up in the Colts Division 1 T20 competition
Buzzards – Premiers in the Stage 3 Turf 30 over competition
Kites – Premiers in the Stage 3 Turf T20 competition.
Eagles – Shared Premiership in the Stage 2 Girls competition.
ACT Winter Camps
International Sports Camps Australia will be hosting a Winter Sports Camp in the July school holidays. There will be programs for students aged 5 to 15 years old. For more information, please read this flyer.
Coerver Coaching July Football Holiday Camp
Coerver Coaching will be running a Football Holiday Camp on the Radford J.A. Mackinnnon Oval in the first week of the July school holidays – click here for further information.
Upcoming School Sport ACT Team Trials
Football – Soccer (12&U Boys Team)
- Trial 1 – 2 June 3.00 pm – 5.00 pm
- Trial 2 – 9 June 3.00 pm – 5.00 pm
- Trial 3 – 16 June 3.00 pm – 5.00 pm
- Invitational Trial – 23 June / 30 June / 7 July 3.00 pm –5.00 pm
- Wanniassa Ovals
- Any student wishing to take part in the trial must register via the SSACT website School Sport ACT Football-Soccer. Further information can also be found by clicking on the registration link.
Football – Soccer (16&U Boys Team)
- Trial 1 – 20 May 4.30 pm – 6.00 pm
- Trial 2 – 22 May 4.30 pm – 6.00 pm
- Trial 3 – 27 May 4.30 pm – 6.00 pm
- Trial 4 – 29 May 4.30 pm – 6.00pm (this may be an invitational only trial)
- Gungahlin Enclosed Ovals
- Any student wishing to take part in the trial must register via the SSACT website School Sport ACT Football-Soccer. Further information can also be found by clicking on the registration link.
Hockey (12&U Boys and Girls Teams)
- Trial 1 – 20 May 4.30 pm – 5.30 pm (Carter Field)
- Trial 2 – 29 May 4.30 pm – 5.30 pm (Carter Field)
- National Hockey Centre, Lyneham (Carter Field)
- Any student wishing to take part in the trial must register via the SSACT website School Sport ACT - Hockey. Further information can also be found by clicking on the registration link.
Netball (12&U Boys Team)
- Trial 1 – 27 May 10.00 am – 12.00 pm
- Trial 2 – 1 June 4.00 pm – 7.00 pm
- Solarhub ACT Netball Centre, Lyneham
- Any student wishing to take part in the trial must register via the SSACT website School Sport ACT - Netball. Further information can also be found by clicking on the registration link.
Netball (12&U Girls Team)
- Trial 1 – 27 May 10.00 pm – 12.00 pm (surname A-L) and 12.30 pm – 2.30 pm (surname M-Z)
- Trial 2 – 1 June 4.00 – 7.00pm
- Invitational Trial – 3 June 4.00 pm – 6.00 pm
- Solarhub ACT Netball Centre, Lyneham
- Any student wishing to take part in the trial must register via the SSACT website School Sport ACT - Netball. Further information can also be found by clicking on the registration link.
Important
- Radford students who choose to trial for SSACT teams are to follow the registration process for the respective sport trials. Majority of SSACT trials are conducted after school hours, however IF the trial does take place during the school day, it is the responsibility of the parent / guardian to notify the College of their child’s absence.
- If a Radford student is selected in a SSACT representative team, it is the responsibility of the parent / guardian to follow the normal College absence processes.