Five minutes with Mrs Rebecca Hunter

With a career path that has encompassed everything from art history to theatre studies, migration and museums, Mrs Rebecca Hunter brings a rich tapestry of life experience to Radford’s classrooms. Now a Secondary School History Teacher and Head of Year 9, she draws on her background in the arts, a love of storytelling and the perspective of parenting 3 teenage boys to connect with students in meaningful ways. In this conversation, she shares how her winding path to education shapes her teaching, what fuels her passion for history and the simple mottos that guide her work with young people every day.

Your background is in art history, criticism and conservation as well as theatre studies. Can you tell us about your career prior to teaching and how that influences your approach in the classroom today?

When I finished school, I wasn’t 100 per cent sure what I wanted to pursue. I had grown up with parents who were active in jobs of service to others – my mother was a teacher and my father a police officer. So, under their guidance and following in the footsteps of my four brothers who had studied or were studying at ANU, I commenced a Bachelor of Arts majoring in Art History and Theatre Studies while dabbling in a few units on the new European Union, which would now be classified as International Relations. Studying at ANU was a formative experience and to this day I still love visiting an art gallery or museum. Not knowing exactly which direction I wanted to take at a young age helps me support students who feel the same way. I’m able to encourage them to try the things they love and see where that leads.

You teach history in Radford’s Secondary School. What sparked your love of history and how do you bring the subject to life for students?

I have always been fascinated by history and completed a major–minor combination of modern and ancient history during my senior schooling. It all began with stories from my grandfather about World War II and our family’s convict past. My love was further cemented through conversations with my eldest brother who is a professor and historian of Southeast Asia at Princeton University. History is who we are and it informs everything about today’s societies and cultures. To me, it is one of the most foundational and important subjects to study. Theatre studies has certainly influenced how I teach; I try to make lessons engaging when delivering content and hopefully that encourages students to listen more actively. I’m sure at times they think I’m overacting! I also love bringing the past into their periphery and, in 2019 and 2024, I was able to take students overseas to experience the wonders of the ancient and modern worlds firsthand. That experience was priceless for the students and for me as an avid historian and traveller.

What motivated you to pursue a career in education after completing your first degree?

I was still unsure what to do after I completed my first degree. I worked and saved to backpack through Europe and the UK for six months before returning to work for almost a year at the International Organisation for Migration as an assistant handling documents relating to offshore processing camps – a job that didn’t sit well with my moral compass. I then worked at the National Museum of Australia on their IT help desk – I was good with people just not quite good enough with computers. It was at this point I realised that a normal desk job wasn’t for me and I finally decided to complete my teaching studies and follow in my mum’s footsteps. Despite the busy days and hectic terms. I love seeing the growth and development of our young people.

As a mother of three teenagers, a Secondary School teacher and a Head of Year, you bring a wealth of perspective to your role. From your experience, what are the most effective ways to keep students engaged, motivated and supported during the secondary years?

Having three teenage boys with very different personalities and neurodiversity has taught me patience. Looking after 216 students every day is no easy task, but I try to follow a few simple mottos: act towards others as you would like to be treated – with kindness and humility. Keeping all teenagers engaged all the time isn’t always achievable but I do try to get to know my students as much as I can. I like to listen to them discuss not only what they’re learning in the classroom but also what they are passionate about – and I genuinely hear their perspectives. I allow them to make mistakes, learn from them and ensure they are given opportunities to shine and follow their own interests. Being seen and known for who they are helps them to feel connected and supported.

What’s the best part of your day?

Believe it or not, it’s seeing the sunrise on an early morning run and getting mum hugs from my own boys (if I can get them). Next would have to be teaching in the classroom and sharing my love of history, along with wandering through the grounds and having the Year 9s stop for a friendly chat – it can really change a person’s day to have a good conversation about some of life’s simpler aspects.

People might be surprised to know that…

I almost joined the Australian Federal Police instead of becoming a teacher. Students sometimes ask whether I ever considered it. Perhaps it’s my high expectations and firm stance on accountability and rules that makes them think I’d have been a good fit!