Staff Insights
By Ms Karen Mahar, Acting Deputy Principal, Head of Junior School
As our Year 12 students approach their final exams and enter their final weeks at Radford College, I have been meeting families enrolling their children for Pre-Kindergarten in 2026.
It seems quite a remarkable juxtaposition – standing at both ends of the Radford College learning journey. It has prompted me to reflect on the beautiful continuum that connects our youngest and oldest learners, and the educators who guide them throughout their journey.
The foundations for our Year 12 students’ success were laid long before these final moments – through strong partnerships built between the home and school, with parents and caregivers a child’s first educators. It is in the early years that curiosity takes root and the foundations for learning are laid.
Our Pre-Kindergarten learners are seen as capable, confident and curious, beginning to view themselves as active participants in their own learning journeys.
The belief that children are not empty vessels to be filled, but extraordinary learners in their own right, sits at the heart of the Reggio philosophy – and indeed Radford’s approach to learning. It also calls for extraordinary educators – those who are curious, capable and continually learning themselves.
Even the language of education reminds us of this. The word education comes from the Latin educare, meaning ‘to bring forth’ or ‘to lead out’, while assessment originates from assidere, meaning ‘to sit beside’. The word learn stems from the old English leornian, meaning ‘to acquire knowledge, to study, to think about’. Its older Germanic roots relate to ‘following a track’, suggesting that learning is an ongoing journey – a process of discovery and growth rather than reaching a fixed destination.
The etymology of these words reflects our shared commitment to walking alongside children – guiding and learning with them, rather than simply teaching at them. Our educators do not just teach content; they co-construct knowledge. They listen, provoke thinking, nurture curiosity and wonder, and invite challenge and growth.
This approach, so evident in our Early Learning Centre (ELC) and the Primary Years Programme (PYP) in the Junior School, builds a continuity of learning that is both deep and lasting, extending through to our Secondary School and into life beyond school.
Educators notice the distance travelled by their learners. They pay attention to the rich journey of each individual, recognising that every learner’s pace and pathway are different, and they make thoughtful, informed judgements about progress over time.
Last weekend, Radford proudly hosted a Reggio Emilia-informed conference at the ELC, where educators from across Canberra gathered to reflect on the Intersections between the Reggio Emilia Approach and the Australian Early Years. The session began with the metaphor of the rhizome (a stem that grows sideways underground and sends up new shoots and roots along its length) – a reminder that education takes time. Like roots growing beneath the surface, learning can sometimes appear messy and unformed. It often develops unseen before it flowers or blooms. It calls us to slow down, pay attention and value the process as much as the product (the flower).
Grounded in the principles of Being, Belonging and Becoming from Australia’s Early Years Learning Framework (EYLF), I am reminded that this cycle applies not only to our youngest learners but equally to our teenagers and our Year 12s preparing to step into the world. Sometimes the order shifts and we may find ourselves Becoming, Being or Belonging at different stages – but the journey of growth remains constant.
As we celebrate World Educators' Day, we pause to recognise that teaching is not just a profession; it is a vocation. Our educators bring expertise, experience and invest both their hearts and countless hours into shaping lives. Our educators meet the ever-changing demands of education with creativity, compassion and a commitment to continuous improvement.
In the words of Loris Malaguzzi, founder of the Reggio Emilia approach, the 100 Languages:
'No way. The hundred is there'.
This is a powerful reminder that children – and the adults who teach them – hold 100 languages of learning, expression and possibility.
This week, we celebrate our vibrant learning community and the extraordinary individuals who make learning visible every day. We celebrate those who model what it means to be lifelong learners themselves.
To all our educators – thank you for the heart, the wisdom, the wonder and curiosity you bring to Radford.
By Reverend Andy Fleming, Associate Chaplain
Already this term, our school has enjoyed the Senior School Drama performance of Hedda Gabler and the Blessing of the Fleet at the rowing shed. Year 3 students have enjoyed their camps and Year 9 headed off to camp yesterday. While Year 12 International Baccalaureate students have begun their exams, the rest of Year 12 is preparing for their final exams. Of course, we will see each other as our community comes together for the Radford Twilight Fete tomorrow – all this before our ‘normal’ weekly school activities are even considered. Term 4 always has that different edge to it. For many of us, it is a time of year that feels busier than any other as we seemingly hurtle towards the end-of-year events.
I have often heard colleagues describe Term 4 as a particularly busy time. The accumulation of commitments on top of our everyday routines can feel overwhelming at times, leaving us tired and questioning the purpose behind it all. Yet, it is also a season full of meaningful activities and moments that remind us why we do what we do – celebrating achievements, connecting with students and seeing the progress of our community.”
The writer of the Old Testament book Ecclesiastes must have asked similar questions. The Hebrew word hevel can be translated in a number of ways – absurdity, meaninglessness, fleeting or short-lived. Hevel is used 25 times in Ecclesiastes as a way to explain how the chaos we experience is typically a fleeting moment. However, instead of being sceptical or dismissive of God’s wisdom, the writer shows us that God orders the chaos. God has gifted us time and made everything suitable for its time. Have you ever noticed how things seem to happen at just the right time and it all makes sense?
As we fill our time with commitments to our families, our work and the ways we rest and recharge, Ecclesiastes tells us to do so with enjoyment and delight in the created things – but with humility. When we become anxious about the many things on our plate or worry about finding time to complete our work, we risk losing sight of what’s truly important. Approaching our time with humility helps us to see the opportunities before us: celebrating our children’s achievements and growth, appreciating the flourishing of nature as we head towards Christmas and enjoying time spent with family and friends.
So, I encourage you to embrace and look forward to the time you have this term – and the richness of the busyness that comes with it.
May you find peace in God’s timing.
News
As one of the Assistant Heads of the Junior School responsible for learning and teaching, I work alongside Ms Emily Begbie to lead initiatives that enhance learning across the school. When asked to write an article for the In the Spotlight series, I thought: 'What better spotlight to shine than on the amazing teachers in the Junior School?' I also thought it might be helpful for our community to understand some of the supports that exist behind the scenes – those that enable our teachers to be the outstanding educators they are.
Historian and author Henry Adams once wrote, 'A teacher affects eternity; you can never tell where their influence stops.' This reflection captures the extraordinary and lasting impact teachers have on children’s lives. Research consistently confirms that the single most important in-school factor influencing student success is the quality of teaching. When teachers are empowered to do their best work, it is students who benefit most.
In the Junior School, we view teaching as a reflective profession – one that thrives in a culture of collaboration, trust and continual learning. Great teaching is not left to chance; it is deliberately cultivated through structures and systems designed to help teachers grow as lifelong learners. These include:
- Coaching and mentoring new teachers, ensuring they feel welcomed, equipped and connected to our learning culture, as well as supporting experienced teachers to learn from one another and continue to grow.
- Dedicated collaborative planning time each week, allowing teachers to design transdisciplinary, concept-driven learning that sparks curiosity and connection.
- Professional learning aligned with strategic priorities, supporting a shared vision of excellence in line with the International Baccalaureate philosophy. This often involves experts in education working alongside our teachers to inspire and strengthen practice.
- A personal professional learning scheme, enabling teachers to pursue inquiries connected to their professional passions and growth goals, giving them greater agency over their learning.
- Staff scholarships that support further study, projects and research – promoting innovation and the sharing of practice. These have enabled staff to undertake tertiary study and action research projects across Australia and overseas, broadening their perspectives and bringing this expertise back to Radford.
- A peer coaching initiative, fostering a reflective culture where teachers learn with and from one another.
- A culture of individual goal setting, nurturing ownership, reflection and professional agency.
These supports demonstrate our belief that teachers are learners too – and that learning is a lifelong, collaborative and reflective journey.
By providing the right conditions, we honour the truth of Adams’ words: the influence of a teacher extends far beyond the classroom, shaping futures in ways we may never fully see. It’s a privilege to shine a spotlight on the remarkable educators in our Junior School – their dedication, creativity and care sit at the heart of everything we do.
Thank you for trusting us with your children and for supporting the teachers who make such a difference every day.
By Ms Pip Buining, Teacher
Kindergarten students are currently exploring Indigenous storytelling in their art classes, and this term we are creating a collaborative artwork with Wiradjuri Artist in Residence, Jodie Munday.
We began by spending time on Gossan Hill with Jodie, looking at and listening to Country. Afterwards, each student expressed their connection to Country by painting a square of calico using a variety of techniques and materials we gathered – rocks, leaves and sticks.
The 100 calico squares will eventually be sewn together to create a blanket for outdoor learning on Gossan Hill – keep an eye out for it at next year’s Radford Art Show.
To deepen our learning experience, we visited the National Gallery of Australia (NGA) last week. Many thanks to Ms Munday, who joined us on the excursion to share her culture and knowledge. Students looked closely at artworks in the First Nations Gallery and Sculpture Garden, exploring what these works tell us about the artists’ connections to Country.
The NGA is open every day (except Christmas) and is a wonderful place for families to visit and learn together about First Nations peoples.
Here are some links to two significant works we visited:
The Aboriginal Memorial and Ceremony
By Ms Tingting Zhang and Ms Winnie Sun, Chinese Language Teachers
In September, students from Canberra schools gathered at the Australian Centre on China in the World, at the Australian National University, for the annual Mandarin Awards Ceremony, celebrating excellence in Chinese language learning.
The event was organised by the Australia–China Friendship Society (ACT Branch). It began with a lively discussion on the benefits of learning a 2nd (or even 3rd) language, followed by speeches from society representatives and a Minister from the Chinese Embassy, who presented the awards to the recipients.
The celebration concluded with afternoon tea, giving students, parents and teachers the chance to congratulate the winners and share their enthusiasm for Chinese learning.
We were delighted to celebrate the success of Year 10 students Audrey and Grace. Audrey received the Award for Most Proficient Student in Mandarin and Grace received the Achievement Award in Mandarin for 2025. Both students were presented with certificates and special gifts in recognition of their outstanding efforts.
Their achievements not only reflect their dedication but also highlight the growing importance of Chinese language education across Canberra schools.
At our school, learning Chinese offers students meaningful opportunities to connect classroom learning with real-world experience. Last year’s China Study Tour allowed students to apply their language skills while immersing themselves in Chinese culture and society. Another tour is planned for next year, continuing our commitment to authentic, experience-based learning.
We congratulate Audrey and Grace on their accomplishments and encourage all students to explore the rewarding journey of Chinese language learning.
We also extend our thanks to the Australia–China Friendship Society (ACT Branch) for generously donating 2 perpetual shields to the College – one for the Best Student of Mandarin and one for Outstanding Achievement. These shields will ensure that excellence in Chinese language learning is celebrated each year, with the College selecting recipients and engraving their names to honour their achievements and inspire future learners.
By Mrs Maddie Grieger, Artistic Director – Co-Curricular Dance
Radford College once again took part in Ausdance ACT’s Youth Dance Festival, affectionately known as Dancefest.
Dancefest is a student-led event in which participants choreograph and teach dance routines to their peers, all inspired by a central theme. These performances are then showcased on the Canberra Theatre stage alongside other schools from across the region.
This year’s theme, Life on Mars, sparked a wide range of creative interpretations – from dancing in the moonlight to fiery cosmic rhythms, with choreography reflecting the energy and dynamics of each chosen song.
Radford’s contribution included a Years 7 to 12 co-curricular group, choreographed by Year 12 Dancefest Captains Sophie and Rebekah. Meanwhile, the Year 10 curriculum dance class collaborated to create their own piece, with every student involved in the decision-making process. Their participation also formed part of their ongoing assessment.
After months of preparation, both groups were eager to hit the big stage – in costume, under lights and in front of a live audience.
The day was filled with fun, hard work, patience and, of course, dancing. We loved watching the other schools’ performances and seeing how they brought the theme to life through movement and music.
Each year it’s wonderful to see new students giving it a go and regulars jumping back in, eventually looking at stepping up to lead.
A big shoutout to everyone involved – congratulations on your amazing performances!
By Ariadna Iskhakova, Year 10 student
Last Friday, a group of 7 Year 10 students had the opportunity to attend the United Nations@ 80 Years Photo Exhibition at the Museum of Australian Democracy. The event featured an inspiring lineup of international speakers, including His Excellency Ambassador Mr Nikolas Stürchler (Ambassador of Switzerland to Australia), Mrs Isabelle Castaldi (Commercial Attaché of the Italian Embassy in Canberra), and Mrs Andreja Kerševan Draksler (Counsellor at the Embassy of the Republic of Slovenia in Canberra). They shared their insights on the vital work of the United Nations and its global impact.
We also heard from representatives of the United Nations in Australia and the First Assistant Secretary of the Department of Foreign Affairs and Trade (DFAT). Their speeches were honest and eye-opening, highlighting the many challenges and conflicts facing the world today, while also offering messages of optimism and determination to achieve the Sustainable Development Goals by 2030.
After the formal presentations, we explored the exhibition, viewing a collection of powerful and thought-provoking photographs. We also had the chance to engage in conversations with ambassadors and other attendees about the global issues showcased.
It was a truly memorable and inspiring experience. Some of my peers shared their reflections on the event:
'The UN event provided me with opportunities to speak with and learn from representatives from across the world. I learnt about foreign culture, and how that influences international cooperation, to ultimately improve the world. In doing so I made many friends, had interesting conversations and heard many stories that have altered my outlook for the better' - Anthony
'I attended this event expecting to learn more about the connections between countries and to speak with ambassadors to expand my understanding of global issues. However, every speech, conversation, and presentation reminded us of the considerable work still needed to be done to achieve world peace and security' - Grace
'At the UN event, I expected speeches full of hope, but what struck me most was the quiet tension. Delegates spoke of peace and equality, yet their guarded smiles revealed how hard true cooperation still is. It reminded me that progress, though slow, begins with honesty' - Susie
'This UN event allowed me to learn about something I had little information about. All the speakers were so inspirational, with so many different backgrounds and I truly enjoyed learning from each of them. I was surrounded with people who really wanted to make an impact which has left me feeling hopeful for what is to come and the difference I can make' - Sarah
'At the UN @80 Global Exhibition last Friday, I walked in not knowing what to expect. What I found was a call to action. A call to peace. I heard from ambassadors from various countries, all talking about how global teamwork was a must for a peaceful world. This exhibition highlighted the many ways that the world’s most crucial and important organisation impacts our daily lives; whether we see it or not. I learnt that we must all advocate for a peaceful world to live in prosperity' - Samanth
'I went to the UN exhibition expecting a recap on past events and achievements. Instead, the night was focused on the future and the ongoing efforts to combat the global challenges of today, and it was a hopeful reminder that despite the turmoil of the world there is still genuine care and goodness out there' - Kate
