23 May 2025

By Mr Christopher Bradbury, Principal

At the heart of every great school is a culture that promotes learning. At Radford, the pursuit of scholarship and academic excellence is not merely an institutional aspiration, it is a profound commitment to fostering the holistic growth and development of each student. This commitment stems from a deep understanding that academic rigour – when nurtured within a supportive and values-driven environment – serves as a cornerstone for intellectual, personal and societal flourishing.

Our current context is focused on cultivating a powerful culture of learning that encourages intellectual rigour, independent thinking and highly valuing both academic study and achievement. We want our students to be challenged and to develop a love of learning so they can harness the intellectual habits that will allow them to be independent and confident. It is our intention that scholarship is what our students will take from Radford and leadership is what they will give to the world.

We know that education is not only measured by grades, but also by one’s influence on the world. The willingness and ability to learn, to lead and to serve are what enable a life to be both well-lived and worthwhile.

This is encapsulated explicitly through our holistic approach to scholarship through excellence and character development. Academic success is the product of mastering the ‘residuals of a true education’, which includes hard work, preparation, resilience, responding to feedback, a positive attitude, organisation and striving to achieve our personal best. Achieving good academic results in exams increases one’s options in life and a vibrant learning environment helps students to capitalise on their talents, leading to professional careers for many. At Radford, we seek to achieve these outcomes through our positive relationships with students, staff and parents.

At Radford, the emphasis on effort and striving to achieve one's personal best is deeply ingrained in our educational philosophy, serving as a cornerstone in the development of young people of strong character.

We want to celebrate consistent effort, even when faced with challenges, that directly builds resilience and perseverance. When students are encouraged to push their own boundaries, to grapple with difficult concepts, or to refine a skill through repeated practise, they learn invaluable lessons about overcoming obstacles. This process, often involving setbacks and the need for sustained dedication, fosters a mental fortitude that extends far beyond the classroom. They learn to view difficulties not as insurmountable barriers, but as opportunities for growth and refinement.

Students striving to achieve their personal best cultivate self-awareness and a growth mindset. It shifts the focus from external comparison to internal progress. Students learn to understand their own capabilities, identify areas for improvement and celebrate their individual advancements. This self-reflective practice encourages them to take ownership of their learning journey, to set meaningful goals and to develop the discipline required to achieve them.

The commitment to effort and personal best is intrinsically linked to integrity and responsibility. When students genuinely invest themselves in their work, they develop a sense of pride in their accomplishments and a deeper understanding of the value of honest endeavour. This fosters a strong work ethic and sense of accountability for their actions and learning. It teaches them that true success is earned through diligent application and ethical engagement.

Radford is driven by a deep belief that every student is capable of successful learning. A high priority is given to building and maintaining positive and caring relationships between staff, students and parents. There is a strong collegial culture of mutual trust and support among teachers and school leaders. The College works to maintain a learning environment that is safe, respectful, tolerant, inclusive and promotes academic ambition.

In essence, by fostering a culture where effort and striving for personal best are celebrated, Radford College helps to sculpt young people who are not only academically strong but also possess the resilience, self-awareness, integrity and sense of purpose that define true character.

By Rev. Andy Fleming, Associate Chaplain

Rev. Katherine and I recently attended the Anglican Diocese of Canberra and Goulburn Clergy Conference, where we heard from Tim Dyer on the theme of Conflict and the Christian Culture. Because human nature participates in the church, it would come as no surprise to anyone that members of the church are confronted by conflict.

It seems to me that conflict is an increasingly prevalent issue we all confront, not only on the international or national stage, but also in our local communities. Conflict tends to result in fear arising from a lack of understanding and ignorance about things people are challenged by because it upsets the ‘norm’.

The increasingly diverse nature of our community has led to challenges of long-held, personal belief systems that are reinforced by traditional ideas of what the societal ‘norm’ is or should be. And so, conflict is present when these norms are perceived to be under threat.

Jesus addresses how conflict can be approached and dealt with in his Sermon on the Plain in Chapter 6 of Luke’s Gospel. Reading Jesus’ teachings here reveals that by choosing an attitude of loving others who hold contrasting points of view, we can work towards resolving conflict well. Chapter 6 also has the famous verse about not noticing our own shortcomings:

"Why do you see the speck in your neighbour’s eye, but do not notice the log in your own eye?" – Luke 6:41

This verse in particular reminds me that understanding our own position and perspectives is such an important part of conflict resolution, especially if we are in the wrong.

One of the more interesting parts of learning about conflict was discovering my so-called ‘conflict animal’. Identifying our own interpersonal conflict styles helps us to understand why we respond to conflict the way we do. When we learn each of the six interpersonal conflict styles and the associated animals, we can take the position of the ‘animal’ we need to be, depending on the appropriate response to the conflict we are involved in. Discovering each clergy member’s animal was as enjoyable as it was insightful.

What is your conflict 'animal'?

Bull – The use of power to insist on the preferred outcome.
Camel – Attempting by persuasion to change another’s point of view or way of thinking.
Koala – Accommodating, placating or supporting.
Fox – Compromise, negotiate: We all need to be prepared to give a little to find a quick solution.
Turtle – Avoiding, withdrawing: Leaving the conflicted environment, refusing to engage.
Owl – Collaborating: Working together for the best possible mutual solution.

You can read more about your interpersonal conflict style on Tim Dyer's website. Without giving too much away, it is safe to say neither Rev. Katherine nor I are ‘bulls’.

In our increasingly polarised society, there will be times when we experience conflict. When we do, we have an opportunity to respond with an attitude that quickly resolves the issues and creates stronger connections with others. I find Apostle Paul’s advice from his letter to Ephesians a helpful starting point:

“... walk in a manner worthy of the calling to which you have been called, with all humility and gentleness, with patience, bearing with one another in love, making every effort to maintain the unity of the Spirit in the bond of peace” – Ephesians 4:1–3

Go in peace,
Rev. Andy

Life is full of surprises, and for Radford College Senior Chaplain, Rev. Dr Katherine Rainger, one of those surprises was her calling to chaplaincy. What began as a deep love for learning, teaching and faith, gradually wove itself into a career that now sees her leading with compassion and purpose. Katherine is not only a respected educator and spiritual guide - she is also a passionate advocate for gender equality within the church. Her unwavering belief in the importance of women holding official roles in ministry has made her a strong voice for change. Known for her empathy, intellect and leadership, Katherine is recognised for addressing the big questions and offering meaningful pastoral care to the Radford community.

What inspired you to pursue chaplaincy, and how did your journey lead you to Radford College?

Becoming a school chaplain was unexpected, but in hindsight, it makes perfect sense! After Year 12, I completed a Bachelor of Education at the University of Wollongong. My honours thesis looked at the experiences of kindergarten students in Priority Funded Schools in regional and urban areas. I began my teaching career at Gordon Primary in the ACT and then moved to the remote Northern Territory, where I taught at the Kalkaringi Community Education Centre.

After three years in the NT, I moved back to the ACT and started working as a youth and children's worker at Holy Covenant Anglican Church. I also returned to my studies, this time in theology at St Mark’s National Theological Centre, part of Charles Sturt University. Over ten years, I completed a Bachelor of Theology, a Master of Theology and then capped it off with a PhD in Australian film and theology. During this time, I was a relief teacher at several Canberra schools and continued to enjoy the energy of schools. I also continued ministering at Holy Covenant and was ordained a deacon and a priest in the Anglican Church of Australia in 2016.

As I was coming to the end of my PhD, Father Richard Browning, then chaplain at Radford, told me how great the school was. I got in touch with the bishop and the principal - and the rest is history.

Can you tell us about your early life - where you grew up and any formative experiences that influenced your path?

I grew up in Goulburn and am grateful for my school years at Bradfordville Primary School and Mulwaree High School. Being part of an Anglican parish that encouraged young people to develop their skills in leading and organising events was a gift that has stayed with me. I was also part of the Movement for the Ordination of Women. When a court injunction blocked the ordination of women to the priesthood, there was a protest in the streets of Goulburn. I went to the garage and painted a sign that said, “Who’s being ordained today? Women” - with the ‘W’ and ‘O’ crossed out. I was just 11 years old. I was also present in St Saviour’s Anglican Cathedral in December 1992 when the first women in the Diocese of Canberra and Goulburn were ordained as priests.

Another formative experience was my Year 10 work experience. I completed one week with a primary school teacher and one week with an Anglican priest – both weeks have borne fruit. I’ve been a primary school teacher for more than 20 years and a priest for nearly ten.

What role has your faith played throughout your life, and how has it evolved over time?

I remember having a sense of God's presence as a young child. This evolved into a sense of trusting God as a teenager. My faith has been a constant throughout my life - a gift that I have cherished and nurtured in different ways. Studying theology deepened my faith, while being part of worshipping communities (currently All Saints Ainslie) has strengthened my faith. The state of the world and the suffering that people endure can bring despair, but in Christianity, I find the language of lament, the promise of God with us in Jesus Christ, the connection of prayer and God’s Spirit in the world, which I believe bring hope and light in the darkness.

Outside of your work at Radford, what are some of your passions or hobbies that bring you joy?

I love film, I love theatre and I love BritBox! Spending time with friends and family, swimming, pickleball, cardio tennis, reading and discussing books bring me joy.

Your role at Radford is varied, from teaching Godly Play to leading services and providing pastoral care. Is there an aspect of your role at Radford that you enjoy most?

I really enjoy working with staff and students on projects, whether its major services or events like Dirrum Dirrum Festival. It’s incredibly satisfying to see the creativity and hard work that go into preparation, and then to experience the atmosphere and electricity when everyone comes together.

People would be surprised to know that...

I once rode a bike from Paris to London (including a ferry ride across the English Channel).

By Mrs Alison Steven, Acting Assistant Principal Teaching and Learning

"I teach that I may learn" – The Teachers’ Guild of NSW

Ongoing professional development is key to maintaining high-quality teaching and responding to the evolving needs of students. As instructional coaching expert Jim Knight reminds us, “When teachers stop learning, so do students.” Schools that prioritise coaching and mentoring become dynamic environments where continuous growth is the norm for both staff and students.

Engaging in peer coaching transforms practice. It builds a school-wide culture of curiosity, resilience, and shared responsibility. At its core, this approach encourages reflection, collaboration and a commitment to evidence-informed improvement. Rather than working in isolation, teachers observe one another, share feedback and learn together, strengthening their practice and modelling the kind of lifelong learning we aim to instil in students.

When educators embrace a growth mindset, students benefit. Through reflective practice, experimentation and learning from mistakes, teachers demonstrate that success is built on persistence, not perfection. This mindset empowers students to persevere through challenges and believe in their capacity to grow.

The Radford Institute, in partnership with The Teachers’ Guild of NSW, was thrilled to host a professional learning event this week. More than 100 educators from Radford and schools across Canberra took part in rich dialogue about the role of coaching and mentoring in teacher development and instructional improvement. Together, we explored high-impact strategies that elevate teaching and learning. We were challenged to foster a culture of trust and shared learning, one that empowers teachers to set meaningful goals and ask the right questions.

We extend our sincere thanks to The Teachers’ Guild of NSW President, Dr Frederick Osman, and Guild Master Coaches, Sarah Warby and Matthew Woolaston, for leading the workshop. This event was part of the ‘Guild on the Road’ initiative, which brings educators together to exchange ideas, reflect on practice and strengthen professional networks. We are grateful for the strong connections we have with our colleagues across the ACT and our shared commitment to fostering excellence in education through collaboration, continuous learning and professional growth.

Please see a gallery of the event below.

References:

AITSL (Australian Institute for Teaching and School Leadership). (2022). Coaching and Mentoring Strategy.
Dweck, C. (2006). Mindset: The New Psychology of Success.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press
Timperley, H. (2011). Realizing the Power of Professional Learning.

By Mrs Monique Glavonjic, Community Engagement Manager

The 2025 Artshow@Radford was our biggest and brightest yet! With record attendance, record-breaking sales and the highest number of registered artists and artworks to date, this year’s show was nothing short of extraordinary. What we achieved together as a community last weekend was truly something to be proud of.

Events of this scale and impact don’t just happen - they are built on dedication, vision and the collective spirit of our College community.

We remain incredibly grateful to the original Parents & Friends committee, who laid the foundations of this event back in 1984 with the very first Radford College Art and Pottery Exhibition (as it was known back then). We hope they would be proud of how far their legacy has come and how it has blossomed into a vibrant celebration of creativity and connection.

Congratulations to the following winners:

1st - Radford Collegians Jonquil Mackey Award - Gail Neuss, Kangaroo skin & burnt design
2nd - ISC Sport Art Critic Award - Neil Lade, Ameurnica
3rd - Radford Foundation Emerging Artist Award - Clare Lawrence, Tide Sentinels

We would also like to acknowledge the following student artists:

Senior category:

1st – Archie Holt, Self Portrait
2nd – Eva Guo, Monet by Eva

Junior category:

1st – Ivy Jin, Dragon Clan
2nd – Layla Huang, The Mythical Wolf Pack

Our heartfelt thanks go to:

Kacy Grainger, our 2025 Guest Judge and Grainger Gallery Owner, for her discerning eye and generous contributions to the judging process.
Radford College staff, including our 2025 Curator, Mrs Annette Carter, for her attention to detail and vision to create a wonderful exhibition; Principal, Mr Christopher Bradbury, for his support and leadership; our exceptional Junior and Secondary School art teachers, who worked tirelessly to support our students and help curate the vibrant stage display; Mr Nick Akhurst and his performing arts team, who seamlessly transitioned from their sold-out musical production with less than 24 hours to spare; and our facilities team, which worked around the clock to get our display boards installed in record time.
We also extend our sincere thanks to our generous sponsors - Radford Collegians, Radford Foundation, ISC Sport and Qote. Your support empowers us to elevate the arts and create meaningful opportunities for engagement and expression.
To our talented music students who performed throughout the weekend, and our service-learning students who welcomed guests with warmth and professionalism - thank you for adding so much heart to the event.
And finally, a massive shoutout to the incredible Parents & Friends Committee, led by President Ms Stephanie Hinton, and the many parent volunteers who generously gave their time and energy in the lead-up to the Gala Opening. Your dedication, enthusiasm and hard work have made the 2025 Artshow@Radford a shining example of what we can achieve when we come together.

+24

Cross Country Carnival results

On Wednesday, 7 May, students from Pre-Kindergarten to Year 12 took on the steep terrain of Gossan Hill - whether it was Frog Gully or the infamous Heartbreak Hill - with determination and school spirit.

Congratulations to the following houses:

Junior School Cross Country Champion: Jarrah
- Second place: Acacia
- Third place: Kurrajong
Secondary School Shield Winner: Jarrah
Secondary School Spirit Award: Karri and Kurrajong tied in 1st place

Well done to the following age-group champions:


8 Years Girls	Laila Walker (Huon)
8 Years Boys	Rueben Beaton (Karri)
9 Years Girls	Chloe Hatherly (Boronia)
9 Years Boys	Aaron Zhang (Banksia)
10 Years Girls	Poppy Chawner (Huon)
10 Years Boys	Ollie Milner (Karri)
11 Years Girls	Genevieve Duong (Wandoo)
11 Years Boys	Daniel Ketton (Acacia)
12 Years Girls (JS)	Milly Unwin (Kurrajong)
12 Years Boys (JS)	Hunter Freeman (Acacia)
12 Years Girls (SS)	Lila Griffiths (Banksia)
12 Years Boys (SS)	Oscar Eyers (Huon)
13 Years Girls	Makayla Kennedy (Banksia)
13 Years Boys	Patrick Maundrell (Wandoo)
14 Years Girls	Mae Smith (Boronia)
14 Years Boys	Charlie Dunn (Jarrah)
15 Years Girls	Hannah Nockels (Wandoo)
15 Years Boys	Tor Eveston (Huon)
16 Years Girls	Kaiya Barsby (Wandoo)
16 Years Boys	Matty Maundrell (Wandoo)
Open Girls	Astrid Evans (Banksia)
Open Boys	Owen Toyne (Boronia)

ASC Swimming Championships

Radford was proudly represented by 33 students across Years 7–12 at the ASC Swimming Championships. Our students gave it their all, with the female students placing 7th, the male students 3rd and Radford finishing in 6th place overall. A special congratulations go to the following students:

1st place overall, 12 Years Girls – Marley Brown (Wandoo)
2nd place, 14 Years Girls – Isabelle Merenda (Banksia)

ASC Athletics Championships

A total of 114 Radford College students qualified to compete at this year's ASC Athletics Championships. The female students placed 5th, the male students 7th and Radford came 4th overall in the combined standings. Outstanding individual performances included:

1st place overall, 14 Years Girls – Zoe Schofield (Karri)
2nd place, 14 Years Girls - Lillian Nightingale (Kurrajong)
3rd place, Open Boys - Owen Toyne (Boronia)

A special mention goes to Zoe Schofield who broke the ASC 14 Years Girls 400m record, with a time of 1:00.30.

Well done to all students for their effort, determination and commitment to representing Radford with pride.

Years 5 and 6 Netball Gala Day

Radford’s enthusiastic Years 5 and 6 netballers headed off to the Netball ACT North Gala Day on Tuesday, 20 May, where the College was represented by three teams: The Ospreys, Kestrels and Harriers. Each team played six games, but it was the Kestrels that finished the Gala Day undefeated. In total, they scored 72 goals and only had 18 scored against them. Well done on a fantastic tournament!

Upcoming School Sport ACT (SSACT) Team Trials

12&U Football/Soccer (Girls)

Monday, 26 May, 9 June and 16 June from 6.30 pm – 8.00 pm. Invitational trial (students invited to this selection session will receive an email after the third trial)
Southwell Park, Lyneham.
Please wear appropriate playing gear, shin pads, long socks, football boots and a water bottle. Goalkeepers are to bring their own gloves. No club representative shirts are to be worn
Students must attend 2 of the 3 trials and be born between 1/7/2011 and 31/12/2014 to be considered for selection
All students wishing to take part in the trial must complete the SSACT online registration before 26 May. For further information please go to SSACT Football-Soccer

12&U Football/Soccer (Boys)

Sunday, 1 June, 8 June and 16 June from 3.00 pm – 5.00 pm. Invitational trial 22 June from 3.00 pm – 5.00 pm (the 36 students invited to this selection session will receive an email after the third trial)
Wanniassa Ovals (Fields 101-104)
Please wear appropriate playing gear, shin pads, long socks, football boots and a water bottle. Goalkeepers are to bring their own gloves. No club representative shirts are to be worn
Students must be born between 1/7/2012 and 31/12/2014 and be playing NPLB, SAP or Div 1 Juniors to be considered for selection
All students wishing to take part in the trial must complete the SSACT online registration before 22 June. For further information please go to SSACT Football-Soccer

12&U Touch Football (Girls and Boys)

Monday, 16 June and Tuesday, 24 June from 5.00 pm – 6.00 pm.
Deakin Playing Fields (Fields 212 and 215)
Students are required to wear appropriate playing gear. Students are not to wear district or ACT representative gear
Only students born between 01/07/2012 and 31/12/2015 will be eligible for selection
All students wishing to take part in the trial must complete the SSACT online registration before 24 June. For further information please go to SSACT Touch Football

15&U Touch Football (Girls and Boys)

Monday, 16 June and Tuesday, 24 June from 5.00 pm – 6.00pm.
Deakin Playing Fields (Fields 212 and 215)
Students are required to wear appropriate playing gear. Students are not to wear district or ACT representative gear
Only students born between 01/01/2010 and 31/12/2012 will be eligible for selection
All students wishing to take part in the trial must complete the SSACT online registration before 24 June. For further information please go to SSACT Touch Football

Important

Radford students who choose to take part in trials for SSACT teams are to follow the registration process for the respective sport trials. The 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 or guardian to notify the College of their child’s absence and provide supervision.
If a Radford student is selected in a SSACT representative team, it is the responsibility of the parent or guardian to follow the normal College absence processes

School Sport ACT Scholarship Fund

The School Sport ACT (SSACT) Scholarship Fund is once again open. This is available to students who have been selected in a SSACT representative team and who are required to travel interstate to compete at the respective School Sport Australia National Championships.

More information on the Scholarship Fund and its consideration criteria, can be found within the resources section of the SSACT website homepage: SSACT Scholarship Fund Information and Application.

Successful applicants will receive a $500 deduction from their team fees during the payment phase of the team preparation process. The approval process can be quite quick once the student is selected and one of the criteria is deemed as 'Circumstantial Hardship', e.g. multiple children from the same family making teams in a close timeframe.

Scholarship applications are to be submitted to eo@schoolsportact.org.au.

By Kirsten Knight, Head of Co-Curricular Music

Thank you to everyone who braced the cold and rain to attend the Autumn Concert in the T.B. Millar Hall last night. Every year this is a highlight on the music calendar, and last night did not disappoint.

The following groups performed and did us proud: Precision Percussion, Haydn String Orchestra, Gershwin Concert Band, Songsters, Elgar String Orchestra, Vox, Montgomery Guitar Ensemble, Corelli Chamber String Orchestra, Vivace and the Bernstein Symphonic Wind Orchestra

It was a wonderful evening of music, with each group enjoying their time on stage and demonstrating the effort that they have put into preparing their music.

Thank you to the conductors, accompanists and music managers as well as to the Music Directors, Performing Arts Prefects, Music Captains, Media Crew and Performing Arts Administration team for their work toward this event.

By Miss Lauren Hayward, Science Teacher

Year 11 Health Science students participated in an educational excursion to the University of Canberra this past week where they took part in an interactive workshop held in the university's simulated nursing and midwifery ward. Two practicing nurses facilitated the visit and were on hand to explain and answer questions.

Health Science students had the opportunity to try various medical equipment.

The nursing ward provided a highly realistic environment and was equipped with various lifelike dummies that simulated talking and breathing, and exhibited various medical emergencies such as cardiac arrest and seizures, alongside fully functioning monitors displaying ECG, heart rate and other vital measurements.

Throughout the session the students engaged in a range of practical activities, including measuring body temperature, blood pressure, heart rate and oxygen saturation. They also had the opportunity to operate specialised medical equipment, such as spirometers and intravenous drips.

They were also taught correct hand hygiene techniques and used black light technology to assess the effectiveness of their current practices. This enabled them to identify areas for improvement and refine their methods. These hands-on learning experiences helped support and enrich students’ understanding of Units 1 and 2 BSSS Health Science.

Students had their hand-washing techniques scrutinised under a black light.

In addition to the hands-on workshop, students attended an informative lecture and Q&A session presented by Miss Laura Tough outlining the wide array of Health Science pathways.

The student gained valuable insights into various career opportunities within the health sector, along with the academic prerequisites and study options required to pursue those careers.

We extend our sincere thanks to the University of Canberra team for their collaboration and support in enriching our students’ classroom learning.

We are proud to introduce the Radford College Foundation 500 Club – an exclusive giving circle created to shape the future of Radford College and strengthen its proud tradition of excellence, opportunity and community.

By registering your interest in becoming a member of the 500 Club, you join a committed network of Radford families, collegians, staff and supporters who believe in the power of education to transform lives, and who are ready to invest in that future.

What is the 500 Club?

The 500 Club is a community of generous donors who pledge a tax-deductible gift of $500 per year for five years. Together, these contributions will build the financial strength of the Radford College Foundation, enabling us to:

Offer life-changing scholarships and bursaries.
Upgrade essential facilities.
Equip students with the skills and confidence to make a difference in the world.

Every dollar is an investment in creating opportunities and empowering the leaders of tomorrow.

The real cost

For less than $10 per week, your annual pledge of $500 becomes part of a shared vision. With 500 committed members, we will raise $1.25 million over five years – a transformative contribution to the future of Radford College.

The change you create

As a member of the 500 Club, you are helping to:
• Transform lives – opening the doors of a Radford education to those who might not otherwise have access.
• Empower students – enabling young people to thrive, learn and lead.
• Inspire innovation – supporting world-class learning environments and campus improvements.
• Leave a legacy – reinforcing the enduring Radford spirit of generosity and shared purpose.

This is more than a donation – it’s a commitment to something greater. It’s your chance to help shape what comes next.

Register your interest here to receive your formal invitation and join us and College Principal, Mr Christopher Bradbury, at the launch of the 500 Club on Friday, 20 June.

Together, we can make a meaningful difference.