Staff Insights
Cultivating contextual wellbeing
Rethinking extrinsic rewards
Cultivating contextual wellbeing
Share this articleBy Ms Karen Mahar, Interim Deputy Principal, Head of Junior School
As we navigate the intricate landscape of growing well rounded young people that are prepared to take their place and make a difference in an ever-changing world, it's critical to consider not only our immediate goals but also the long-term outcomes for our children's development.
One important aspect we’ve been reflecting on, and which deserves closer scrutiny, is how we motivate our children. Especially our reliance on external motivation and extrinsic rewards to encourage and shape behaviour for the better.
Earlier in 2024, Dr Helen Street urged our teaching teams to rethink our approach to student wellbeing and motivation.
Dr Street defines contextual wellbeing as "a state of health, belonging and positive engagement in life that arises from membership of an equitable, inclusive and cohesive environment.” This concept suggests that true fulfilment emerges not just from individual achievements, but from the quality of our connections and interactions within our learning and social context.
Central to contextual wellbeing are three key needs: belonging, engagement, and autonomy. These needs, outlined in Professor Richard Ryan and Edward Deci's Self-Determination Theory (SDT) are the cornerstones of autonomous motivation and self-determination. When these needs are met, individuals are more likely to experience a sense of wholeness and purpose in their lives.
Belonging, the first of these needs, speaks to our innate desire for connection and community. It's through our relationships that we find validation, support, and a sense of identity.
Similarly, engagement encompasses our need for challenge, growth and competence. When we're actively involved in tasks that stretch our abilities, we experience a profound sense of fulfilment and accomplishment.
Lastly, autonomy represents our need for agency and self-expression. When we have the freedom to make choices aligned with our values and interests, we feel empowered and alive.
When these needs are met, individuals feel fulfilled and connected. However, in a world where external validation often overshadows intrinsic motivation, we must reconsider our reliance on rewards and punishments.
So, what does this mean for our practices at the College and in parenting?
It suggests that it is wise for our focus to shift away from the use of external rewards and punishments to one of cultivating environments that nurture intrinsic motivation and contextual wellbeing in our children.
Instead of offering material incentives for desired behaviours, we can foster a sense of belonging by creating inclusive learning cultures where each student feels valued and heard. We can promote engagement by providing opportunities for meaningful learning and exploration.
In a world where social media validation is rampant and there is growing pressure to project an idealised image of reality, we also challenge the notion of giving every child a ribbon or trophy for participation.
There is a common belief that awards and rewards consistently drive increased effort and behaviour. However, is this always the case?
Believe it or not, words of praise can hamper both a child's motivation, as well as their creativity. We sometimes create praise junkies, unwilling to try anything without our approval – Dr Justin Coulson - Happy Families
While words of praise, rewards, awards and certificates can boost short term motivation, they can also often dampen intrinsic motivation. When a teacher offers a reward for completing a task that is already expected, award someone for behaviour that is already usual, it can diminish the student's inherent interest or motivations. This phenomenon is known as the ‘over justification effect’. It challenges the wisdom of using rewards in educational settings. If not employed thoughtfully, rewards may inadvertently undermine motivation rather than enhance it.
At our Junior School, we've discontinued formal certificates and end of year awards in favour of fostering a sense of inclusion, belonging and intrinsic motivation. Instead of focusing on achievements, we acknowledge effort, the learner profile and character strengths during our "Shout Outs" sessions.
During "Shout Outs," one or two students from each class are recognised and acknowledged. Sometimes, we highlight specific Learner Profiles, while other times we acknowledge character strengths that have been demonstrated. Our focus is primarily on effort rather than achievement. We believe these “Shout Outs” are an authentic way for our students to feel seen, heard, and valued in their community.
By prioritising connection, growth, and autonomy, we lay the foundation for our children to lead fulfilling and purpose-driven lives. As a community, let's embrace the challenge of nurturing intrinsic motivation and contextual wellbeing in our children, knowing that true fulfilment comes from within, not from external validation.
References:
No ribbons, no certificates — schools go reward-free to tackle the 'bubble-wrap' generation
Rewards, praise, and punitive consequences: Relations with intrinsic and extrinsic motivation
Extrinsic Rewards Undermine Motivation in the Classroom . . . Sometimes
Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being
Happy Families Family Education
Good Shepherding
Real love is grounded in action and truth
Good Shepherding
Share this articleBy Rev. Andy Fleming, Chaplain
The picture above is one taken several years ago of my youngest son visiting a farm. I love this picture, not just because it’s cute, but because it is a picture of care, particularly for something that is vulnerable. In an age where society is becoming more and more individualistic, caring for those who are vulnerable has taken on a greater significance, as the awareness of who is vulnerable has increased. My son holding the lamb draws thoughts about Jesus declaring himself to be the Good Shepherd.
There are two schools of thought about the concept of shepherding from the ancient world. Firstly, in the time of David, a king would be understood to be a shepherd of their people. It was the responsibility of kings to provide and protect the people within their kingdom, but of course, power and greed as well as their own sense of importance – all the human traits that cause leaders to fail – were just as present then as they are now.
Secondly, the ancient world understood that sheep were the most vulnerable of animals. So, the metaphor for sheep and shepherding could be easily understood by the people living in the subsistence culture of the time. Sheep need a leader to follow to the green pastures and the still waters. Sheep need a leader to protect them from predators, both animal and human.
Where earthly kings fail, Jesus does what a shepherd is supposed to do. In the Gospel of John, Jesus declares, “I am the good shepherd.” The imagery of Jesus as the good shepherd is an image that many of us have come across. As members of the community of Jesus’ followers, we identify as members of the flock. This image offers reassurance when we face hardships, and our troubles feel insurmountable. Despite living in a comfortable and safe place like Australia, it is possible that we can be made vulnerable at any time.
The writer of 1 John sums up for us how we too can be good shepherds to those around us. There is no talking about what should be done, where you might say “I’m thinking of you” and offer platitudes that are supposed to lift the spirits of someone in need. Rather, it is a clear directive: "let’s not talk about love; let’s practice real love" (1 John 3:18). Real love is grounded in action and truth. The action of love is borne out of Jesus’ love for us and shows those being helped to know they belong and are part of God’s people, just as we know, through Jesus’ good shepherding of us, that we belong to God.
Go in peace,
Rev. Andy
News
Children of the Black Skirt
Last shows tonight, tomorrow and Friday
Children of the Black Skirt
Share this articleBy Nick Akhurst, Head of Co-curricular Drama, Dance and Technical Theatre
Children of the Black Skirt is a modern gothic fairy tale that tells the history of different groups of orphans from different periods of time.
The orphans try to make sense of their new lives under the stern gaze of their governess, The Black Skirt, and tell stories at night to help release the spirits of the orphans who came before them.
The production is performed by the Year 11 and 12 Curriculum Drama Class under the direction of Ms Sally Stenning. The students have been challenged to play a range of characters of different ages and in a variety of situations. In this ensemble performance every actor plays a vital part in the story.
The cast were supported by the Curriculum Technical Theatre class with the assistance of the technical crew, the media crew, Mr Tim Minehan’s vision skills and my stage advice.
This year we have experimented with performance styles and production techniques. We used digital mapping software in new ways to enhance the performance and also created a digital program using touch screens.
I encourage you to see this dynamic and technically challenging performance this week and support the students and staff in their risk taking and creation of new interpretations of Australian theatre.
Performances will take place this evening, tomorrow and Friday, 8 – 10 May, at 7.00 pm in the T.B. Millar Hall.
Get your tickets here.
St John's Care Pantry Appeal
Helping others this winter
St John's Care Pantry Appeal
Share this articleRadford College raised more than $20 000 in groceries for St. John's Care this past weekend, thanks to the generous donations from shoppers who all put a little extra in their shopping trolly for the needy.
If you didn't get a chance to contribute this past weekend, you still have the opportunity to do so. Radford College will be doing another charity drive for St. John's Care in the form of a 'Winter Warmers Day' on Friday 24 May.
Students are encouraged to add a ‘winter warmer’ such as a beanie, gloves, scarf or earmuffs to their uniform on this day. No pyjamas or hoodies please. Students who are able can bring a donation for the clothing or pantry appeal on the day.
Please read through the list of grocery items below. Every little bit helps.
Radford College Giving Day
Mark your calendars - 5 June 2024
Radford College Giving Day
Share this articleAs our College celebrates our 40th birthday, the Radford College Foundation will host its first Giving Day on Wednesday 5 June 2024.
Money raised will go towards scholarships and Radford’s future.
Giving Day is not just about financial contributions, it's about coming together as a community to show our support and appreciation for Radford College. Whether it's a donation, big or small, volunteering your time, or spreading the word about our fundraiser, every effort counts and makes a difference.
Here are some ways you can get involved:
1. Make a Donation: Your tax-deductible donation to the Foundation will contribute to scholarships and the development of the Radford campus to navigate the future of education. Whether the amount is big or small, every contribution counts.
2. Spread the Word: Share our Giving Day campaign with your friends, family, and colleagues who may be interested in supporting our College. Together, we can reach a wider audience and make an even greater impact.
3. Social Media Engagement: Follow us on Facebook or Instagram. Like, comment, and share our Giving Day posts on these social media platforms to help us increase visibility and reach a wider audience.
Click here to visit the Giving Day website.
We are incredibly grateful for the support we receive. Your dedication and commitment to the College make a tremendous difference in the lives of our students.
Please mark your calendars for 5 June 2024. Together, we can make this a truly memorable and impactful event.
Thank you in advance for your support, and we look forward to celebrating Giving Day with you.
A day among the trees
A day in nature for our Year 3's
A day among the trees
Share this articleBy Miss Kirsten Waddell, Junior School teacher
On Tuesday, 30 April the Year 3 students went on an excursion to the Australian National Botanic Gardens. In their How We Organise Ourselves Unit of Inquiry the students have learned about mapping and recently explored the climate map of Australia.
Their excursions to the Botanic Gardens provided the opportunity to explore the native flora our country has to offer as they toured ‘around Australia in an hour’. Under the guidance of the educators at the Botanic Gardens the Year 3 students learned about the different plants that grow in each climate zone, before having some time to choose one area of the garden to learn more about, sketching the plants and describing the way the flora looks in that climate zone.
Upon returning to school, students from 3KW reflected on their time at the Gardens, describing the excursion and highlighting their favourite parts.
We went to the Botanic Gardens and we looked at the climate zones like desert, rainforests and grasslands The first one I looked at was the grasslands known as the Banksia plants. We thought there would be lots of grass, but it was all rocks. Next, we went to the desert. In the desert there was a big statue of a Thorny devil. The tour guide told us about how it can disguise itself to not get eaten. The rainforest we did not have time for but there was lots of moss trees and lots of shade and I know there is mist. After we did that, we went to eat food and we played tips until we left there. Also there was this very cool small river, and then we left on the bus. – Riley, 3KW
At the Botanic Gardens we saw different climate plants, for example, we saw the desert section. At the desert section we saw lots of red sand. My favourite part with the red sand is if you rub it in your hands, your hands turn red! Next, we went to the rainforest and we saw fake mist and it was fun to walk in! – Anastasia, 3KW
At the Botanic Gardens there were about 8000 varieties of flowers, plants and trees! Not only that, the climate zones are arid, desert, grasslands, temperate rainforest and wetland. All of these zones are all in the Botanic Gardens! So, you should come to the Botanic Gardens. – Kieran, 3KW
It was a fantastic day which all of the students and teachers enjoyed. Year 3 classes will continue to learn about climate zones this term and the natural flora and fauna that thrives in each.
Un voyage mémorable!
Practising their French in France
Un voyage mémorable!
Share this articleBy Ms Dianne Lefebvre and Ms Rhiannon Richards, French language teachers
The French Exchange Programme organised between Radford College and Lycée Notre-Dame in Le Mans, France, aimed to provide students with an immersive cultural experience while fostering international friendships and language skills. This article outlines the itinerary and highlights of the exchange that took place from 8 to 25 April, including visits to iconic landmarks such as the Eiffel Tower, Notre-Dame, Mont Saint-Michel, Bayeux, Honfleur and Monet Gardens, just to name a few.
Our 4 days in Paris provided students with the opportunity to explore the rich cultural heritage of the French capital. Highlights included visits to the Louvre Museum, home to world-renowned artworks such as the Mona Lisa, and an ascent of the iconic Eiffel Tower, offering panoramic views of the city. A lunch cruise on the Seine allowed for a different perspective of the city. Students also had the privilege of visiting the magnificent Château de Versailles. The visit provided an immersive glimpse into the opulent lifestyle of the French Monarchy and its significant cultural legacy.
Our students were warmly welcomed by their French hosts in Le Mans.
Students participated in various cultural exchange activities, including presenting Australian themes to students in English. We also visited local landmarks such as Le Mans Cathedral, the Old Town, the 24 hours car racing museum and enjoyed strolling through the Friday morning markets. A Karaoke evening was organised, and the students had a great time singing and dancing together.
The breathtaking Mont Saint-Michel, a UNESCO World Heritage Site, captivated students with its stunning architecture and rich history. We explored the abbey, medieval streets, and surrounding landscape.
The Bayeux Tapestry, depicting the Norman conquest of England, provided insight into medieval history and craftsmanship. Students marvelled at the intricate details of this historic artefact and learned about its significance.
The enchanting Monet Gardens in Giverny offered a glimpse into the world of impressionist art. Students wandered through vibrant flower gardens and serene water lily ponds, appreciative of the beauty that inspired Claude Monet's masterpieces.
The French Exchange Programme proved to be an enriching experience for all participants, fostering cultural understanding, language proficiency, and lifelong friendships. Through visits to iconic landmarks and immersive activities, students gained a deeper appreciation for the French culture and heritage. The exchange program not only broadened their horizons but also instilled in them a sense of global citizenship and intercultural competence.
Radford students' study tour to China
Language learning and cultural immersion
Radford students' study tour to China
Share this articleBy Ms Tingting Zhang, Chinese language teacher
16 students, accompanied by myself and Ms Kath Notley, travelled to China during the April holidays as part of the China Language Tour.
Students commenced the tour in Shanghai before heading to Xian to immerse themselves in history and visit the Terracotta Warriors. The final leg of the tour was to Beijing where students were hosted by the Beijing Concord College of Sino-Canada and were able to participate in home stays with local families. The students also visited another Round Square School, Keystone Academy, as well as the Australian Embassy in Beijing where they met with Australian staff.
Students were able to immerse themselves in a wide range of activities and experiences whilst on this tour and the homestay opportunity was a highlight for many of them as seen in this homestay reflection below.
The homestay with Anna was probably the best experience I have ever had. I was able to ‘live like the locals’ for 2 days and experience the Beijing lifestyle. Anna and I tapped into our creative sides in these two days and made some handmade traditional Chinese dresses called Hanfu for her dolls. We went to a DIY workshop and made some items of our choice with lots of charms. We also made matching resin paws to remember each other in the future. I also learnt a lot of new words from strolling in the night stalls, going to the supermarket, and driving around Beijing such as 户籍 (public census), 茼蒿(crown-daisy leaves) and 簪子(hair clasp). I would 100% recommend experiencing a homestay as it allows you to truly understand what the life, language and culture is like.
In short, the China Language Tour was a fantastic chance for our students to learn and apply the language skills they've learned. The homestays were especially valuable, allowing students to use their language skills in real-life situations. Overall, this tour was an invaluable experience for language learning and cultural immersion. We hope to continue organising such study tours for our Chinese class in the future, providing more students with the opportunity to experience language learning in real-world settings.
Sports Report Term 2, Week 2
Football, athletics and basketball highlights
Sports Report Term 2, Week 2
Share this articleRadford Boys Football: New Zealand vs Radford College NPL
On Friday 12 April Radford's U18 National Premier League (NPL) team was invited to play the National Schoolboys team from New Zealand at the Valentine Sports Park in Sydney.
The Radford NPL team was committed, organised and played the game to a very high standard.
Eventually losing the game 3-0 the entire team was praised by the onlooking Australia Schoolboys' staff. As a result, two Radford College Students, Steven Maglasis and Alex Couldrick, were selected to play for the Australia Schoolboys team the following Wednesday.
2024 ASC Athletics Championships
The 2024 ASC Athletics Championships were held on Tuesday 30 April at AIS Track. Radford had 90 athletes participating in track and field events. With some cloud cover and no rain, the conditions were great for the day.
Congratulations to the Girls 12-13 Years Relay Team (Zoe Schofield, Mae Smith, Esther Brinsmead, Poppy Breingan) for achieving a 3rd place, and the Boys 16-20 Years Relay Team (Hugo Hayward, Euan Greig, Hamish McKee, Lawrence Zhang) for achieving a 2nd
place.
Congratulations to Patrick Maundrell for breaking the ASC Athletics Boys 12 Years 800m record with a time of 2’24.51.
Congratulations to the following students that podiumed in their overall age groups:
Elsie Osborne – 2nd Overall – Girls 12 Years
Zoe Schofield – 2nd Overall – Girls 13 Years
Louis Hayward – 2nd Overall – Boys 14 Years
Astrid Evans – 2nd Overall – Girls 15-16 Years
Hamish Strachan – 3rd Overall – Boys 16 Years
Ghianna Ghirardello – 2nd Overall – Girls 17-20 Years
Radford finished 3rd in the Combined Schools Shield, 4th in the Female Schools Shield and 4th in the Male Schools Shield. Well done, congratulations and thank you to everyone that competed.
Congratulations to all the students that have qualified for the 13 & Over ACT Athletics Championships.
NBA Basketball School Australia is coming to Radford College
What is NBA Basketball School Australia?
Basketball Magic, an Australian-owned sports management company focused on grassroots basketball development, has partnered with the National Basketball Association (NBA) to launch and operate the first NBA Basketball School in Australia.
NBA Basketball School provides an additional avenue for young players to learn the game and refine their skills under the tutelage of established coaches with proven training techniques. Together with Basketball Magic, beginners and advanced players alike will experience world-class training to elevate their game.
How is NBA Basketball School Australia collaborating with Radford College?
1. School Clinics
NBA Basketball School Australia is offering two FREE 90-minute clinics to Radford basketball players aged U12 and up.
Both clinics will be held at the Collegians Centre on Sunday 26 May. The first clinic is tailored to U12 and U14 players and will be running from 3.00 pm – 4.30 pm. The second clinic is specific to the U16 and U19 age groups and will run from 4.30 pm – 6.00 pm.
These clinics will be led by Mr Nico Loureiro, Technical Director of NBA Basketball School Australia. Nico is a FIBA accredited coach with 3 years' experience as a NBA Global Academy Assistant Coach, having worked with NBA players such as Josh Giddey and Dyson Daniels. He brings eight years of experience in NBA grassroots and elite training programs worldwide, including the USA, China, Argentina and Uruguay.
Spots are limited for these clinics. To indicate your child's interest in attending, you can either click on the links provided below or scan the QR code in the promotional material. Please note that if your child's basketball fixture coincides with the clinic, the Radford game must take precedence.
U12 & U14 Clinic hosted by NBA Basketball School Australia
U16 & U19 Clinic hosted by NBA Basketball School Australia
2. Coaching Clinics
Additionally, NBA Basketball School Australia is offering Radford basketball coaches a FREE 60-minute coaching clinic on the same day, 26 May, from 6.30 pm – 7.30 pm. Coaches will receive a specific registration link and QR Code for attendance. Once again, if a coach's fixture coincides with this clinic, the Radford game must take priority.
3. NBA Global Games Selection Trials
NBA Basketball School Australia is currently holding selection trials for the upcoming U17 NBA Global Games in Abu Dhabi. The Collegians Centre will host one of these trials on Wednesday 29 May from 5.00 pm – 7.00 pm.
This opportunity is open to all U16 and bottom-age U18 Territory and Canberra representative players aged 16 years or younger prior to 6 October 2024.
Selected players will represent NBA Basketball School Australia and have the chance to learn directly from NBA-affiliated coaches. The tournament's itinerary includes attending an NBA fixture (Nuggets vs Celtics) and a Q&A session with some of the players after the game. This opportunity is solely organised and delivered by NBA Basketball School Australia.
For more information and registration, please click this link.
Radford College is keen to explore the exciting opportunities that come with our collaboration with NBA Basketball School Australia.
To learn more about NBA Basketball Schools Australia, please visit their website and follow their IG account: @nbabasketballschool_aus
Autumn Concert
Don't miss this great event on 23 May
Autumn Concert
Share this articleOur Autumn Concert will be held on Thursday 23 May from 5.30 pm in the T.B. Millar Hall.
The evening will be a showcase of a selection of our concert bands, choirs, string orchestras and ensembles involving students from both Junior and Secondary Schools.
Entry is free and tickets are not required. Come and join us for a fabulous evening of music!
Artshow@Radford
One week to go! Do you have your tickets yet?
Artshow@Radford
Share this articleThere are still tickets available for the Gala Opening Night of the 2024 Artshow@Radford.
This will be the 40th year that the Radford Art Show has celebrated the work of local and regional artists, as well as student art.
Please join the Radford College Parents & Friends Committee as we celebrate many artists who will exhibit works in a wide range of media: oils, watercolours, digital media, photography, sculpture, ceramics, woodwork and more. These pieces will be for sale. Student art will also be on display across the weekend along with a special tribute of artworks from students to celebrate the 40th Birthday of Radford College.
Prizes include Judge's Choice, People's Choice, and Emerging Artist awards.
Date and time: 17 May 2024, 7.00pm - 10:30pm
Place: T.B. Millar Hall, Radford College
Tickets: $20 per person that includes drinks and canapés and $5 per child (aged 10+). Purchase your tickets here.