Staff Insights
Being upstanders, not bystanders
Encouraging our children to speak up against discrimination
Being upstanders, not bystanders
Share this articleBy Mrs Louise Wallace-Richards, Acting Deputy Principal, Head of Secondary School
Our College values of Truth, Compassion and Wisdom are never more important than when our student body is making decisions about how to act in the face of peer pressure. Recently the Year 10 students were fortunate to have a presentation from the Courage to Care organisation and were asked to consider the role of the bystander in history. The intention of the presentation, beyond expanding the students' understanding of the bystander in world history events, was to get them to think about whether they can reduce the suffering of those in their lives through their actions.
Many outstanding leaders in the tumultuous twentieth century made statements about the need for us all to stand up against oppressors.
“In the end, we will remember not the words of our enemies but the silence of our friends.” – American civil rights fighter Dr Martin Luther King Jr.
“Silence becomes cowardice when occasion demands speaking out the whole truth and acting accordingly.” – Indian Independence leader Mahatma Gandhi
“If you are neutral in situations of injustice, you have chosen the side of the oppressor. If an elephant has its foot on the tail of a mouse and you say that you are neutral, the mouse will not appreciate your neutrality.” – South African Anglican Archbishop, anti-apartheid activist and Nobel Prize winner for Peace, Desmond Tutu.
These leaders did not stand by and just accept the injustices they were witnessing, but were instrumental in leading to enormous changes in their respective areas of fighting against discrimination.
When taught about these individuals in our humanities and English classes, students certainly get a strong sense of their commitment and bravery, the strategies they used to achieve change, and the language they used in their speeches to tell their stories and convey their compelling arguments for change.
Transferring learning from one context to another has been scientifically proven to be difficult. Repetition is key to develop muscle memory for learning, and fights against transferring this learning to different situations. This might be why the teachings of such powerful historical figures is not transferred when our children find themselves bystanders to the discriminatory behaviour of others. We all know that it is very hard to speak up in the face of discrimination when it appears others are unwilling to because they are afraid of being the next victim. How do we teach our children to not be bystanders but to make a stand when they witness injustice?
Raising our children to be people who respect others and contribute positively to society, is key. Talk to them about what it means to be a bystander, and the impact of just standing back and going along with what others say. Encouraging them to be upstanders is key to helping them to understand why it is important to stand up to injustice, wherever it occurs.
The American author of the Pulitzer Prize winning novel, The Color Purple, Alice Walker, encourages us all to have the courage to stand up to injustice: “The most common way people give up their power is by thinking they don’t have any.”
While we are waiting
Finding strength in Psalm 23
While we are waiting
Share this articleBy Rev. Andy Fleming, Associate Chaplain
It often feels like we are waiting. You might experience this waiting in many different ways: waiting for a shopping order to be posted, waiting for your birthday, waiting for the holidays to start. For Year 12 students finishing exams, their waiting brings uncertainty and fear, but also hope, anticipation and even gratitude. A woman who is pregnant also needs to wait. Whilst the baby grows, there is that wonderful, drawn out, anticipation during the waiting, along with some fear of how life will change forever.
This was also Mary’s experience. At this time of the year, I can’t help but think about Mary’s story of faith as we draw closer to the beginning of Advent and Christmas. As we know, Mary is chosen by God to bear a child. While she waited for his birth and in spite of her challenging circumstances, she was able to move forward in her faith, singing a remarkable song of strength and hope.
But we shouldn’t think of Mary as naïve or passive. Even in the most vulnerable position, one where she could be accused of bearing a child to an unknown father – a serious offence in her day – Mary is courageous and faithful.
There are times when our waiting may bring us to dark places too. The story of faith is that you are not saved from difficult and dark places, but you are not asked to take these journeys alone.
Through the ages people have prayed Psalm 23 for courage and strength. It is about making a journey and finding strength while waiting in the midst of struggle. May it be a source of strength in those challenging times.
Psalm 23 (ERV)
The Lord is my shepherd.
I will always have everything I need.
He gives me green pastures to lie in.
He leads me by calm pools of water.
He restores my strength.
He leads me on right paths to show that he is good.
Even if I walk through a valley as dark as the grave,
I will not be afraid of any danger, because you are with me.
Your rod and staff comfort me.
You prepared a meal for me in front of my enemies.
You welcomed me as an honoured guest.
My cup is full and spilling over.
Your goodness and mercy will be with me all my life,
and I will live in the Lord’s house a long, long time.
Go in Peace,
Rev. Andy
What's happening this week
What's happening this week
Share this articleRadford Dance Academy Showcase – 21 to 23 November – T.B. Millar Hall – Buy tickets here
Year 10 class production of A Midsummer Night's Dream – Monday, 25 November – 6.15 pm – Pavilion Playground
News
Year 3 Strings Concert
Ending the year on a high note
Year 3 Strings Concert
Share this articleBy Mrs Kirsten Knight, Head of Co-curricular Music
Our Year 3 students presented their final Strings Concert for the year last Wednesday, 13 November. The students demonstrated that they could now play songs from Semester 1 with their bows, and then they went on to present all the songs they had learnt over Semester 2, finishing with Twinkle Twinkle Little Star.
The students captivated the audience with their beautiful rendition of Andy Beck's song, The Moon.
The quality of the performance was exceptional, and all Year 3 students should be very proud of their efforts and what they have achieved this year.
Swim Carnival fun for Years 1 and 2
Water safety and enjoyment
Swim Carnival fun for Years 1 and 2
Share this articleBy Ms Megan Fritsch, Director of Sport
Last week our Years 1 and 2 students enjoyed an engaging and educational water safety session at CISAC. This program was designed to equip our youngest students with essential water safety skills while fostering a love for swimming through fun and structured activities.
With guidance from qualified instructors from the CISAC Swim Program, Radford's Fundamental Movement Skills (FMS) coaches, and the support of several dedicated Year 10 Service Learning students, the sessions were both educational and enjoyable.
Students participated in small groups, learning valuable water safety practices, including safe entry and exit from the pool and basic swimming skills, all in an encouraging and safe environment.
The presence of the Year 10 students added a unique mentorship element, inspiring the younger students and fostering connections across year levels.
A big thank you to the Years 1 and 2 classroom teachers, sports staff instructors, and Year 10 students who made this event such a success!
Analytical Chemistry Challenge
Radford students use science to solve a mock crime case
Analytical Chemistry Challenge
Share this articleBy Mr Graeme Poleweski, Science Laboratory Technician
At the end of October, three Radford College students, Cyrus French, Suhas Dudaga and Willsy Tierney, participated in the inaugural Analytical Chemistry Challenge, hosted by the University of Canberra and organised through the Royal Australian Chemical Institute (RACI).
In this challenge, students were presented with a mock murder case and an entire back story to use as clues in order to identify, among others, the murder weapon, victim whereabouts, time of the murder and whereabouts of suspects. How did they answer these questions? With science, of course! Multiple stations were set up around the aptly named “Mega Lab” where students would perform things like qualitative analyses on small residue found at the scene of the crime, blood typing analysis, comprehension of the police case files, spectral analyses and titration analysis.
Cyrus, Suhas and Willsy performed exceptionally well and were able to solve aspects of the investigation. This was the inaugural Analytical Chemistry Challenge and due to its overwhelming success, there’s sure to be more in the future. If this is something you would be interested in, be sure to keep an eye on Nexus for future competitions.
Year 10 art exhibition
Student art showcased in Beneath the Surface
Year 10 art exhibition
Share this articleBy Abby Lenson, Year 10 student
The Year 10 art students at Radford College had the opportunity this past week to showcase their talents in an exhibition titled Beneath the Surface. Attendees were invited to explore the hidden layers and stories within each piece, challenging them to look beyond appearances and discover the emotions, messages, and techniques that shaped each work.
The theme Beneath the Surface resonated through diverse styles and mediums – from paintings and photography to sculpture and mixed-media installations. Each student interpreted the theme in a unique way, leading to a multifaceted exploration of ideas ranging from personal identity and social issues to nature and abstract concepts.
The theme was tied to the concept of identity, resonating deeply with the Year 10 students. For many of these young artists, the exploration of what lies beneath the surface became an introspective journey, one that allowed them to express layers of their own identities that aren’t immediately visible to the outside world. Through art, they revealed emotions, experiences, and thoughts that might otherwise remained hidden.
Furoshiki
Learning the Japanese custom of wrapping with cloth
Furoshiki
Share this articleBy Ms Lisa Bourne, Secondary School Languages Teacher
Earlier this month Japanese language students in Year 8 took part in an online class led by teacher from the Japan Foundation in Sydney. Students discovered the Japanese custom of wrapping with a cloth. Traditional Japanese wrapping is used not only for Christmas and New Year’s gifts, but it is great for use in everyday life – including wrapping obento lunch boxes.
The beautiful cloths, which are printed with lucky symbols, patterns and motifs, are reusable and eco-friendly, reflecting the importance Japan places on looking after the environment. Students thoroughly enjoyed this hands-on workshop, and practiced how to wrap a laptop, notebook, water bottle and even a watermelon.
Student reflections:
I learned how to tie two types of knots – one was simple and the other was more difficult.
I enjoyed learning about the history of furoshiki and why it is becoming more popular again.
Furoshiki often have traditional patterns and symbols that derive from the natural world. It was interesting to learn about it.
The teacher explained the culture of furoshiki and how it was commonly used before the use of plastic. It is becoming popular again because of more sustainable lifestyles.
Dance students inspire Kindergarteners
Storytelling through dance
Dance students inspire Kindergarteners
Share this articleBy Ms Pip Buining, Junior School Teacher
Last week the Year 9 Dance elective class invited Kindergarten Arts to be their audience for three short dance works they created based on well-known children's stories: Goldilocks and the Three Bears, Aladdin, and Beauty and the Beast.
It was a wonderful opportunity for both year groups to come together and share their learning about how we express ourselves through the Arts, and the ways in which stories connect us all. After the performance, the Year 9 students invited Kindergarten students to play dance games with them, and the younger students reciprocated the skill share by teaching the Year 9’s a song they were learning as part of their exploration of story.
Thank you to the Year 9 Dance students, and their amazing teacher, Miss Melissa Markos for inviting us.
Student reflections:
Your dances were good because you put so much effort into them. It was kind of you to ask us – Adora (KSD)
We really enjoyed performing for the Kindergarten class and showcasing our dance assignments to them, hoping to inspire them to pursue Performing Arts in the future – Grace, Sophie and Jasmine (Year 9)
We loved the dances, especially my favourite Aladdin
– Eliza (KSD)
It was a really cool experience to show the Kindy students our dances. It was lots of fun, especially getting to do the Hokey Pokey together! – Alia, Ellie, Elise and Amelie (Year 9)
I loved your dances, especially the games – Monica (KSD)
I enjoyed getting to interact with the Junior School students. It was a chance to show them what we can do and get them excited about dance! – Bella (Year 9)
Book tickets for the 2024 RDA Showcase
It's that time of year again – Radford Dance Academy's (RDA) End-of-Year Showcase!
Tomorrow, Friday and Saturday
21 to 23 November
T.B. Millar Hall
Buy tickets here
Christmas Appeal
Last chance to drop off a donation
Christmas Appeal
Share this articleRadford Junior School has supported the Christmas Appeal of Capital Regional Community Service (CRCS) for many years. The profit from the Junior School disco that was held on 12 September has been used by the RSC to purchase gifts, and now Junior School families are invited to support this worthy appeal by adding gifts of their own.
Each year the CRCS puts together over 100 hampers with Christmas gifts and food items for families in the Belconnen community who access their services and are known by the caseworkers and staff. These hampers help to ensure that no one goes without some Christmas spirit over the festive season.
Unwrapped donations of gifts suitable for babies through to the elderly can be left in the Magic Bathtub in the Junior School Reception. Christmas decorations (bon bons, baubles, and home décor) and specialty foods (chocolates, shortbread, and candy mixes) are also welcome.
The items are being collected on Friday 29 November to allow time for CRCS to assemble and distribute the hampers. Thank you for supporting this wonderful project.
Donate blood this weekend
Lifeblood will be in Belconnen between 7 to 16 December
Donate blood this weekend
Share this articleDo you have a bit of time this weekend? Time to give blood and change lives? 1 in 3 people in Belconnen will need blood, and they need people like you to give it.
Lifeblood will be in Belconnen between 7 to 16 December. Don’t forget to pre-book your spot at Lifeblood.com.au, on our app, or on 13 14 95.
Work Experience and ASBA Database
Can you help our students get hands-on experience?
Work Experience and ASBA Database
Share this articleBy Mr Dale Casburn, Head of Student Pathways
The College is seeking expressions of interest from community members to assist students in securing:
- A work experience placement; and/or
- A traineeship/apprenticeship as part of the Australian School-based Apprenticeship (ASBA) program.
We intend to populate a database of community contacts who are interested in potentially accepting students for one of these placement types. As students seek a placement, the College would reach out to relevant contacts on this database, who of course have the option to accept or refuse each time, depending on their circumstances.
Work experience
Students in Years 10 –12 have the option of carrying out an unpaid work experience placement.
Placements take place during school holidays and range in length between three and ten days – a full working week is common.
Placements can be in any industry and the process is not time-consuming for the provider, in terms of admin, and the College is here to support you. Students are fully covered by the College’s insurance whilst on placement.
Australian School-Based Apprenticeships (ASBAs)
Year 11 and 12 students who opt to study a BSSS Accredited Package can take up an ASBA as part of their subject load.
ASBAs are commonly undertaken in a range of industries, including business, real estate, construction and automotive trades, fitness, hospitality and more, and offer students hands-on industry experience and the ability to work towards or complete a nationally recognised qualification while remaining at school part-time.
Depending on the qualification sought, students are required to work between eight and 12 hours per week.
Employers may be eligible to receive incentive payments under the Australian Apprenticeships Incentives Program. In 2025, students are seeking ASBAs in carpentry, electrical and plumbing.
Find out more about Australian School-based Apprenticeships.
If you own or run a business and think you could offer a student a work experience or ASBA placement in future, we’d love to hear from you. Please send an email to dale.casburn@radford.act.edu.au.
Tuning in to Teens
For parents of SS students
Tuning in to Teens
Share this articleThe Radford Well-being Team warmly invites you to join us on a journey in parenting with Tuning in to Teens parenting program. Commencing on Thursday, 20 February 2025 and concluding on Thursday, 27 March 2025, these 6 sessions will take place on Thursday evenings on campus from 4 pm – 6 pm downstairs in the Morison building.
Tuning in to Teens™ is an evidence-based program using the principles of emotion intelligence and emotion coaching to enhance parenting skills. Over the course of the six sessions, the program aims to equip parents with the tools to engage in meaningful conversations with their teens about emotions, fostering emotional intelligence and adept conflict management within the home.
This program works with the principle of emotional intelligence. Teens with higher emotional intelligence:
- are more aware, assertive, and strong in situations with peer pressure
- have greater success with making friends and are more able to manage conflict with peers
- are more able to cope when upset or angry
- have fewer mental health and substance abuse difficulties
- have more stable and satisfying relationships as adults
- have greater career success - emotional intelligence may be a better predictor of academic and career success than IQ.
The aim of the program is to teach parents about how they, as parents, can help their teenagers develop good emotional skills. For example:
- awareness of what emotions their teen is experiencing
- to view their teen’s emotions as opportunity to connect with them and guide them
- helping their teen identify and describe what they are feeling
- learn to listen to their teen’s problems without judgement
- strengthen their and their teen’s skills problem solving and learning to cope with boundaries and limitations
This program is offered to parents with a student in Years 7 -12. Participants will be capped at approximately 12. If you wish to join us on this journey, please fill out this expression of interest form.
For further inquiries or to learn more about the program, reach out to our Tuning in to Teens facilitatory, Gretel at gretel.burgess@radford.act.edu.au