Staff Insights
By Mrs Louise Wallace-Richards, Assistant Principal Teaching and Learning
At last week’s College Board Retreat, I had the opportunity to speak about how we can lead our students to think critically and creatively, presenting Board Members with the following provocation from the 2030 OECD Schooling Redesigned Towards Innovative Learning Systems:
How do we foster motivated, engaged learners who are prepared to conquer the unforeseen challenges of tomorrow, not to speak of those today?
To begin to answer this question, any educator needs to consider what we should focus the learning on in our schools. A good starting point is the Six Cs of 21st Century Education, seen in the Next Generation Learning diagram (Michael Fullan 2015 and Brian Miller 2015). A focus on these, says the research, will set students up not only for future career success, but also for success in every aspect of life.
The Radford Secondary School Learner and IB Learner Profiles incorporate the Six Cs and demonstrate that as a College, we seek to develop many traits in our students to help them become successful learners, confident and creative individuals, and active and informed citizens (Australian Curriculum 9.0).
So as a College, like many schools, we are definitely clear on what we want to develop in our students. However, the more important question for all schools is not the what or even the why but the how. In my role at Radford, I look to how we can use the way we teach to foster critical thinking and open mindedness, effective and respectful communication, and students who leave the College equipped with a curiosity about the world, coupled with the skills to analyse, evaluate and not take what they are told at face value.
I have written about self-regulated learning (SRL) in my Bulletin articles over the past two years and emphasised how teaching cognitive and metacognitive SRL to students is key to helping them achieve deep levels of learning. If you can’t achieve deep learning, you will struggle to think critically and are less likely to question and inquire into the validity of others' views. It is one of the hows we have been focusing on to help our students become critical thinkers.
This week, Dr Shyam Barr is returning to Radford to conduct forums with our Year 8-11 students to see what they have learned about SRL and which strategies they are using to regulate their motivation and concentration so they can achieve their learning goals. I am looking forward to hearing from our most important members of the College and using what they report to plan the next steps for the College in using SRL to engage our students in the classroom.
One of the other key elements of my presentation to the Board was discussing the role our spaces and use of furniture are playing at Radford in helping our students engage in their learning, collaborate with others, and rise to the challenge of thinking critically and creatively in all of their classes. My Year 11 Literature class helped me to deliver my points by allowing me to record them moving the furniture in the classroom to suit the style of learning and teaching from:
- Facing the front for direct instruction;
- In groups for collaborative learning; and
- A conference-like set up for a whole-class discussion.
By our teachers developing routines with students that allow them to set up rooms to suit the style of learning and teaching, they are helping their students identify the skills necessary for a successful learning experience and then allowing them to practise those skills in a suitable learning environment; skills that we as a College and the world value in the 21st Century.
Of course, there is much more to helping our students develop their critical and creative thinking skills. For this learning to occur, it must be by design, with teachers ensuring:
- Lessons are learner-centred;
- Programs of learning include explicit teaching and problem solving and inquiry pedagogies;
- Opportunities for cooperative group-setting learning experiences;
- Students know how to use self-regulated learning strategies;
- Spaces and furniture are used appropriately for learning experiences;
- Students are comfortable to take risks with their thinking by catering for individual and group differences, including cultural background motivation and abilities; and
- ICT is used deliberately, not as a mere substitute to pen and paper (partly informed by the OECD Innovative Learning Environments Project, 2010).
Finally from me this week are a couple of questions to ponder about how we can keep moving with our how plan to foster motivated, engaged learners who are prepared to conquer the unforeseen challenges of tomorrow, not to speak of those today (2030 OECD Schooling Redesigned Towards Innovative Learning Systems):
- How do we address the tension between teaching content and teaching skills, such as critical and creative thinking?
- How can we shift teacher practice to foster the Six Cs and prepare our students for life beyond Radford?
By Rev. Dr Katherine Rainger, Senior Chaplain
One of my favourite places is a café bookstore at Bondi Beach called Gertrude and Alice.
I was delighted one day to find a signed copy of a book by one of my favourite Irish authors. My best find, however, is a book called Revelations: Personal Responses to the Books of the Bible.
Revelations focuses on the Bible as a collection of 66 different books written at different times in different places. Each book of the Bible has its own character, audience, and purpose.
At the same time, each book of the Bible contributes to the overall revelation of God in conversation with humanity. This revelation and conversation culminate in the person of Jesus of Nazareth.
In Revelations, historians, journalists, authors and musicians write their personal responses to the biblical books. Bono, the Dalai Lama and Nick Cave are probably the most well-known. I love the insights that each responder brings as they interact with their chosen book of the Bible. Nick Cave’s response to the Gospel of Mark is particularly compelling as he brings his own life story into conversation with the Bible. He writes:
When I bought my first copy of the Bible, the King James version, it was to the Old Testament that I was drawn, within its maniacal, punitive God, that dealt out to His long-suffering humanity punishments that had me drop-jawed in disbelief at the very depth of their vengefulness. I had a burgeoning interest in violent literature coupled with an unnamed sense of divinity in things, and in my early twenties, the Old Testament spoke to that part of me that railed and hissed and spat at the world. I believed in God, but I also believed that God was malign and if the Old Testament was testament to anything, it was testament to that. Evil seemed to live so close to the surface of existence within it, you could smell its mad breath, see the yellow smoke curl from its many pages, hear the blood-curdling moans of despair. It was a wonderful, terrible book and it was sacred scripture.
But you grow up. You do. You mellow out. Buds of compassion push through the cracks in the black and bitter soil. Your rage ceases to need a name. You no longer find comfort watching a whacked-out God tormenting a wretched humanity as you learn to forgive yourself and the world. That God of Old begins to transmute in your heart, base metals become silver and gold, and you warm to the world.
Then one day, I met an Anglican vicar and he suggested that I give the Old Testament a rest and read Mark instead. I hadn’t read the New Testament at that stage because the New Testament was about Jesus Christ and the Christ I remembered from my choirboy days was that wet, all-loving, etiolated individual that the church proselytised. I spent my pre-teen years singing in the Wangaratta Cathedral Choir and even at that age I recall thinking what a wishy-washy affair the whole thing was. The Anglican Church: it was the decaf of worship and Jesus was their Lord.
“Why Mark?”, I asked.
“Because it’s short”, he replied.
Well, at the time I was willing to give anything a go, so I took the vicar’s advice and read it, and The Gospel According to Mark just swept me up.
Here, I am reminded of that picture of Christ, painted by Holman Hunt, where He appears, robed and handsome, a lantern in His hand, knocking on a door: the door to our hearts, presumably. The light is dim and buttery in the engulfing darkness. Christ came to me in this way, lumen Christi, with a dim light, a sad light, but light enough. Out of all the New Testament writings – from the Gospels, through the Acts and the complex, driven Letters of Paul to the chilling, sickening Revelation – it is Mark’s Gospel that has truly held me.
The Old Testament and New Testament are more nuanced in their portrayal of God than Cave allows, however, his sense of engaging with the texts is compelling.
This Book Week, why not follow Nick Cave’s curiosity and give The Gospel of Mark a read? I’m starting a reading group that will read The Gospel of Mark together in a format that suits the group. If you’d like to be a part of this group, send me an email.
Happy reading!
News
Radford College Cricket Captain Jake Smith's playing career has taken off in the past 12 months. Alongside leading and training with the school's team, the Year 12 student has also been making waves in the cricketing world. He has been selected to represent the ACT U19 and U17 Cricket Australia teams, as well as earning a spot in the prestigious ASC Team of the Year. Curious about his journey and aspirations, we sat down with Jake to discuss what it takes to excel at these levels and what his dreams are for the future beyond school.
How old were you when you started playing cricket, and what inspired you to start playing?
I’ve been playing cricket in the backyard for as long as I remember, and I started playing in an organised team for the first time in Year 2.
What do you love about cricket?
I love the competitiveness and the mental challenge - you have to make the right decision with every single ball in order to compete. I also love the team aspect of the sport. Individual performances are crucial to helping a team win, but to improve, you need to be able to adapt to put the team in a better position to win the game.
In your role as Radford Cricket Captain, how is the team positioned for the next season?
The team is in a good spot for next season after coming off a very strong season this year. All of the members of the squad, bar three, are available for selection again next season, and I’m sure there will be many players having breakout seasons. The squad will also have the advantage of training in the amazing new indoor cricket centre that has been so generously donated by the Boorer family.
You’re also having a great season in skiing, placing second overall in the Boys D1 Ski Cross at the 2023 ACT and Regional NSW Interschools Snowsport Championships and first overall in the D1 Male Alpine at the 2023 ACT Schools Cup. Does competing in sport come easily to you or do you have to practise a lot?
To an extent, yes, sport comes naturally to me. However, competing at a high level in anything never comes without a lot of hard work over many years, which is the main reason I’ve had a few good seasons.
How often do you practise/play cricket?
On average across the year, roughly 27 hours per week, with a large proportion of that running from September to April. However, training continues year-round.
What did it mean to you to be selected for the ASC Cricket Team of the Year and as the U19 ACT Rep Player earlier this year?
It was a great honour to be selected in the ACT U19 team two years underage. It was a good experience to watch what the best players are doing and see what I need to do to be at that level in the coming season. I was also selected for the U17 Cricket Australia team of the tournament at the U17 Nationals, which was a great honour. Similarly with the ASC Team of the Year, it was fantastic to make that squad with so many other players from Radford after our great season.
How have you found playing for the ACT Rep Team?
I love representing the ACT and hope to do so for many more years. Cricket ACT has a fantastic pathway to professional cricket; it gives you the opportunity to play against the best at national championships, which is crucial for all players' development.
Are you hoping to continue playing cricket after school, and if so, what are your cricket dreams?
Yes, my goal is to play cricket professionally post-school. Dreaming big, I’d love to play test cricket for Australia and prior to that, get a state contract and play the Sheffield Shield. I would also like to keep an ongoing connection with Radford College in a coaching capacity.
If not cricket, or if cricket isn’t your sole focus, what are your other goals after school?
If my cricketing ambitions don’t come to fruition, I plan to do a double degree of law and finance at ANU after a gap year. It’s a broad degree, and hopefully, I find something more specific that I find interesting and can specialise in.
Year 11 and 12 Volleyball
By Joy Guo, Year 11 student
On Friday, 18 August, 14 Year 11 and 12 Radford students represented the College at the 2023 Intercollege ACT Volleyball Gala Day. Despite many of the other teams consisting of more experienced players, Radford came in fifth and sixth for girls and boys, respectively, among sixteen other teams. I especially enjoyed the Radford spirit brought onto the courts as each team cheered for one another on the sidelines. It was an extremely fun and successful day, and gave participating students a brilliant insight into a sport that is less familiar at Radford.
Rugby
Congratulations to Year 10 student Baxter Sicily and Year 11 student Hugo "Shadow" Hayward, who have been selected in the final Brumbies U16 Squad to play at Nationals.
European Handball
Congratulations to Year 11 student Anna Berge, who has been selected for the U19 Australian Women’s Handball team, travelling to New Caledonia for the Oceania games in October.
Football – Coerver Coaching ACT Performance Academy 2023/24 Trials
The Coerver Coaching Performance Academy is a football school for serious, dedicated individuals seeking additional professional training to improve their technical ability and become more advanced players. Their mission is to provide comprehensive football education for young players looking to develop the skills necessary to elevate their game to the next level.
When: Sunday, 27 August 2023
Where: University of Canberra, Bruce
How to register: https://coerveract.com.au/performance-academy-programs
By Ms Tracey Markovic, Assistant Head of Junior School Operations
Ronald McDonald House is an independent charity that relies on the work of volunteers and the financial support of individual and corporate donations. Uniquely located inside the Centenary Hospital for Women and Children, Ronald McDonald House Canberra gives seriously ill children the best gift of all – their families. The warm and supportive home-away-from-home provides the whole family with a comfortable place to stay and peace of mind, knowing they can stay together.
Ronald McDonald House Canberra allows up to ten families to stay at the hospital at any one time. Each Tuesday and Friday evening, local workplaces can volunteer their time to cook together to create a ‘Meal from the Heart’. These meals are available to all families staying in the house, so they can sit down and enjoy a home-cooked dinner.
Over the past few weeks, two groups of Junior School staff have spent their Friday evenings donning their aprons and hairnets to cook up a storm for the families. The event was not just about cooking; it was also a journey of learning, bonding and giving back for all the staff involved. Everyone revelled in the joy of working together towards a common goal, all while creating dishes that delighted the senses.
Each event saw our enthusiastic Junior School staff gather in the Ronald McDonald House kitchen to create delectable dishes that would make even the most seasoned chefs proud. From sizzling burgers and perfect pasta to mouth-watering desserts such as sticky date pudding, staff put their creativity and teamwork on display as they whipped up an array of dishes for residents to share.
Ultimately, the dishes prepared with love and care were not just a testament to the staff's culinary prowess, but also a heart-warming gift to those staying at Ronald McDonald House.
Did you know? It takes 75 volunteers to run Ronald McDonald House Canberra. There are many different ways for individuals and businesses to support Ronald McDonald Charities. For more information, please visit volunteering and how to help.
Remember, every small act of compassion has the power to create a ripple effect of positive change.
Radford College Twilight Fete is fast approaching! Please make sure you have saved the date for Saturday, 4 November, from 3-7 pm.
$10 Radford Hands and Ride Wristbands for sale from this Friday, 25 August
The Radford College Parents & Friends Association is pleased to announce that the very popular $10 Radford Hands and Ride Wristbands will be available to purchase from Junior School Reception and the Principal's Building from Friday, 25 August.
This year, Camelot Amusements has organised to bring an array of attractions for adults and children to enjoy! See the full list of attractions available at the Fete this year here.
Wristbands are $25 each if purchased before the Fete, or $30 on Fete day! Card payment is preferred, or exact cash would be appreciated.
One wristband per adult/child will give you unlimited access to the rides on Fete day!
Radford Collegians
View the latest newsletter here.
By Mrs Annette Carter, College Historian
During his time as Bishop of Goulburn, Radford pushed for support for a cathedral and national Anglican presence in Canberra. He had assistance from people such as the Attorney-General, Sir Littleton Groom, who echoed Radford’s vision for Canberra in a letter dated 1923:
“It seems to me that when Australia has its own seat of government in its own territory, there should be a Bishop of the Church for the territory. There will be much parish work to be done in a city that within ten years of its establishment will, according to the statisticians, have a population of about 15,000 people”[i].
In 1910, Synod had appointed a committee to secure a site for an Anglican cathedral in Canberra. It eventually obtained a five-acre site near Parliament House on Rottenbury Hill (now St Mark’s Theological College). The architect Louis R. Williams was sent to survey the site’s suitability. He observed, in 1925, that it was in a good position with views to Capitol Hill, St John’s Church, Mt. Ainslie and the Molongolo Valley, “where the proposed East Lake will be created,” and the hills of Duntroon[ii].
Provisional sketch plans from Williams were included with the report to show the scale and scope of the buildings with a note: “Visualise for a moment the setting. Would there not be a chance for something splendidly appealing?”
The land had been secured, and now thoughts turned to building the cathedral. In 1927, there was a radical proposal to dismantle and transfer St Andrew’s Anglican Cathedral from Sydney to Canberra, but it was decided it would be “inadvisable to attempt its removal”[iii].
Instead, an architectural competition was held.
Harold Crone won the competition (receiving £300, with £200 going to second place, and £100 to third). His Romanesque cathedral complex, which also included a Chapter House, Synod Hall and Deanery, would cost “£150,000, not including the interior decorations.”[iv]
Radford then set out on a campaign to raise the funds for the cathedral. The site was dedicated in 1927 with the erection of a wooden cross (which was subsequently burnt down by vandals in 1937). After the service, forms were handed out for the promise of donations and collections were taken. A fundraising poster was also printed:
Finances, along with administration difficulties, would eventually put an end to Bishop Radford’s cathedral plans.
His own son, Paul Radford, observed that, “each person has his own gifts as St. Paul reminds us of and of the many gifts that LBR [Lewis Bostock Radford] possessed, the collecting and handling of money was not amongst them”[v]. It was initially agreed that a bank overdraft of £250 would be drawn to cover competition expenses[vi]. To pay that money back, it was recommended that Anglican dioceses should contribute to the Cathedral fund, but there was no binding obligation for them to do so. This resulted in a large deficit which, in 1937, was only just paid off by voluntary assessment of some dioceses.
There was also a struggle to get the Australian Church to accept responsibility for this work[vii]. Groom, by this time Speaker of the House, wrote to Radford in 1926 to express that the “obligation to build that structure is Australian”[viii]. It was a view that Radford struggled to get Synod to agree on.
As Paul Radford observes: “Perhaps he pushed his views, and the views of his Committee, too often, too forcibly and perhaps too brusquely. He was never one to suffer fools gladly, and what to him was stupid opposition he found hard to stomach”[ix].
In 1930, there were “lengthy, acrimonious and painful” discussions at Synod and the plans for the cathedral, and the formation of a new diocese to administer it, were deemed “inopportune at the present moment”[x]. In the end, when Bishop Radford died seven years later, his ashes were interred underneath St John’s Church, Reid, waiting for the national cathedral to be built.
[i] Littleton Groom, (1923, Apr 2). [Memo to Bishop Radford]. Papers belonging to Lewis Bostock Radford. St Mark’s Theological College Library, Canberra. [ii] Littleton Groom (1925, Nov 26). [Letter to Bishop Radford]. Papers belonging to Lewis Bostock Radford. St Mark’s Theological College Library, Canberra.
[iii] “St Andrew’s Cathedral”. The Argus, 20 Dec 1927, p. 3. [iv] Paul Radford. A Scholar in a New Land: Lewis Bostock Radford. Flinders University, 1979. p. 85.
[v] Radford. p. 86. [vi] Lewis Radford (1928, Apr 17). [Letter to Littleton Groom]. Canberra Cathedral. St Mark’s Theological College Library, Canberra.
[vii] “A goodly heritage: a history of the Diocese of Canberra and Goulburn: Lewis Bostock Radford, fourth Bishop of Goulburn, 1915-1922.” Southern Churchman, v.60, September 1962. p. 5. [viii] Littleton Groom (1925, Feb 11). [Letter to Bishop Radford]. Papers belonging to Lewis Bostock Radford. St Mark’s Theological College Library, Canberra.
[ix] Radford. p. 77. [x] Radford. p. 87-88.