Staff Insights
By Ms Karen Mahar, Acting Deputy Principal, Head of Junior School
We are excited to update the community on the progress of our uniform renewal project, which began in May 2023 when a group of Year 11 and 12 students proposed refreshing the College uniform. Since then, the project has evolved into a comprehensive and collaborative effort to align an updated uniform with Radford’s values, heritage, and practical needs.
Community engagement and consultation
The review officially commenced in January 2024 with an extensive consultation process involving the entire Radford community. The survey conducted earlier this year captured the essence of who we are and what our uniform represents. We were impressed by the level of engagement and the valuable feedback, which has been instrumental in guiding this process. If you’d like to access the summary of the results, the Nexus post can be accessed here.
The survey reaffirmed the significance of the College uniform in fostering belonging and representing Radford in the broader community. It also highlighted the desire for uniformity without conformity.
The message to the uniform committee – comprising College leadership, parents, and Collegians – was clear: the community wants a uniform that embraces choice, gender fluidity, and practical items that support an active lifestyle while maintaining an elevated casual approach. Engaging in robust discussions and considering diverse perspectives has been key to ensuring the renewed uniform reflects the aspirations of our community.
Honouring tradition and embracing the future
Throughout this process, we have remained mindful of Radford’s history, reviewing archival documents, past committee minutes, and uniform samples dating back to 1983. These historical elements help us honour our heritage while designing a uniform that reflects contemporary values and style.
The new uniform will feature trans-seasonal options for Canberra’s changing weather, gender-neutral choices, and a flexible wardrobe approach that promotes student agency. Durability, quality fabrics, and functionality are priorities, ensuring the new uniform supports students’ active lifestyles. We want a uniform that everyone is proud to wear.
During a recent walk past the new playground, the uniform committee observed Year 5 and 6 students at play. It became clear that the current uniform has some limitations, particularly in comfort and freedom of movement. We aim to ensure that our students have clothes that are comfortable and won’t restrict their movement – whether climbing or doing a cartwheel!
Design and sampling
Our uniform design team, which includes Jonathan Ward and his associates, have been working closely with senior leadership, parents, and Collegians. Meeting every six weeks throughout 2023–24, the team has reviewed various design iterations, focusing on colour palettes, fabric samples, and specific garments like shirts, knitwear, blazers, and polo shirts.
At our most recent meeting earlier this month, we made significant progress, bringing the new uniform closer to its final form.
Invitation for consultation
We’re excited to share concept designs with staff, students, and the community at the Radford College Twilight Fete on Saturday 2 November. We encourage you to stop by the display to preview these early designs as we move into the final stages of development. Your feedback remains vital to ensuring the uniform reflects the Radford spirit.
Change management
The significance of implementing a new uniform is understood and we have planned a smooth transition. Final decisions will be made early in 2025, with the renewed uniform available for purchase starting in Term 4 of 2025. The new uniform will officially launch in 2026, and we will have a two-year transition period, during which students may wear either the current or the new uniform. By 2028, we anticipate that all students will be wearing the new uniform.
Thank you for your continued support and engagement in this important initiative. We look forward to sharing more updates as the project progresses!
By Rev. Andy Fleming, Associate Chaplain
In the Gospel accounts of Jesus’ ministry, there are many instances where he looks out for and helps people who have been made vulnerable. This could be due to a change in their circumstances, or because they were already vulnerable because of their circumstances. Jesus is either healing those who are sick or blind, blessing those who were considered ‘non-persons’ in that society, or teaching the wealthy how to care for the poor and vulnerable.
On one occasion, Jesus’ disciples try to turn away children whose parents had brought them to Jesus. Children were considered 'less than human' in that time period and so the disciples stopping them from seeing Jesus was considered a societal norm. However, through his actions of blessing the children, Jesus shows us how to be more open, welcoming and supportive to vulnerable people on the fringes of society.
Through the actions and teachings of his ministry, Jesus provides us with an insight into how we can engage with those that are vulnerable in our community.
Indeed, our students have the opportunity to learn about and support those who are vulnerable through the awareness of Radford’s service partners. Today, the Junior School observed Day for Daniel, while in the Secondary School, students were advised about the opportunity to contribute to charitable organisations that serve some of the most vulnerable in our wider community. On Pay it Forward Day (Wednesday 6 November) students will bring items to support the work of St John’s Care in their Pantry Appeal. There is also a BBQ and Bake Sale for the Lion’s Club 34th Annual World Festival of Magic, an event Radford College has been supporting annually since 1995.
We all know of the many programs and events our school engages with that are designed to care for those whose circumstances result in their vulnerability. These opportunities centre around service learning and enable students and the wider College community to walk with and care for the vulnerable. It is a blessing that we are in a position that we can learn from and follow the example of Jesus.
Go in peace,
Rev Andy
News
By Year 12 students Maddie Wheeldon and Catherine Coulton
On 22 September, 21 History students left Radford College to begin a 17-day trip through Europe. After over a day of travelling, we arrived in London jet-lagged but excited to experience the city. In London we visited the British Museum, Westminster Abbey and the Tower of London where we saw the Crown Jewels, plus a surprise Jack the Ripper Tour in Whitechapel. The next day, we travelled out of London to see the magnificent Stonehenge followed by a scenic bus ride to the historic city of Bath where we visited the ancient Roman Baths and made friends with lovely fudge makers in the town. After a long drive back, we set off on the Eurostar for Belgium the next day.
Arriving in Brussels we met our coach driver and travelled to Ypres, a Belgium city that was destroyed during the First World War, and one where Australian soldiers were instrumental in reclaiming territory from the Germans. We attended the In Flanders Field Museum and explored the restored city, rebuilt exactly as it had been. The next day, in the wet weather, we toured key battle sites and First World War cemeteries of Belgium and the region of Amiens, such as Fromelles and Hill 60. The experience was harrowing and is something we will never forget.
The following day we travelled to the city of Villers-Bretonneux where we went to the Sir John Monash Centre to learn more about Australian involvement on the Western Front between 1916 – 1918. It was an incredibly interesting museum, and it was a relief to hear an Aussie accent so far from home! The following day we travelled to Paris where we climbed the Eiffel Tower (thanks Mrs Hunter for not letting us do the lift option) and afterwards, had free time to explore the city. Many of us went to the UNESCO headquarters where we got a tour from former Radford parent and Australian ambassador to UNESCO, Ms Greer Alblas. Others explored the Louvre Museum and saw the famous Mona Lisa after waiting in the queue for over half an hour! Paris was an incredible city, but we were slightly let down by the pace of its Métro. We struggled to travel in our big group and a few times people were left behind at the previous station. Mrs Hunter also got stuck in the turnstiles on the way out of the station and had to climb under the gate with many Parisian onlookers!
The next day we visited the Palace of Versailles. Whilst the Palace itself was gorgeous with ornate designs and stunningly painted ceilings, it was the Hall of Mirrors we were all waiting for. The room was spectacular with a lovely view of the extensive gardens and adorned with mirrors made of lead! The 1919 Treaty of Versailles was signed in that room, ending the First World War but effectively paving the way for the Second, and it was jarring to be in a place of such importance. It was an experience we will never forget. That afternoon we travelled back into Paris and visited the tomb of Napoleon housed in the Hôtel des Invalides before having an early night as we have an early morning flight to Italy.
The next day we flew from Paris to Naples, Italy. There we went straight to the National Archaeological Museum of Naples. It was so surreal to look at famous mosaics and artworks that we have studied in class. We went to Pompeii and Herculaneum the following day where we saw the famous Alexander mosaic in the House of the Faun and replicas of the skeletons of those who couldn’t escape the eruption of Mount Vesuvius in 79 AD. After leaving Sorrento, we went to Rome where we explored the famous Colosseum. Next to the colosseum was the Roman Forum and realizing it was built by humans without modern technology was mind blowing. The Vatican was also incredible, looking at the artistry of the buildings, especially St Peter’s Basilica. The highlight, however, was seeing the famous painting, The Creation of Adam, by Michelangelo in the Sistine Chapel.
We are so grateful for everyone involved. Seeing so much in such a short time is something none of us would have been able to accomplish without the help and support of Mrs Hunter, Mrs Clayton and Mr Gordon, as well as WorldStrides Australia and our Tour Director Jamie. It was a trip we will never forget, and we are so thankful for the unbelievable experience!
By Ms Pip Buining, Junior School Teacher
Kindy Arts is currently exploring Indigenous storytelling through art, music, drama and dance. To deepen our learning experience, we visited the National Gallery of Australia (NGA). Many thanks to Ms Jodie Munday, First Nations Artist in Residence, who accompanied two of the classes to the gallery.
Students carefully studied artworks in the First Nations Gallery and Sculpture Garden to explore what the artworks tell us about the artists' connection to country – land, animals and people.
Two highlights of our excursion were The Aboriginal Memorial and Ceremony created by Dr Matilda House and Paul Girrawah House.
In the photo on the right students are pretending to be seeds waiting to grow into desert flowers after the spring rains in front of Emily Kam Kngwarray’s Alhalkere - My Country (1992).
The NGA is open every day (except Christmas Day), and it is a wonderful place for families to visit and learn together about First Nations Australians.
By Simon Wu, Year 10
Burgmann Math Day is an eagerly anticipated annual event, where schools send their top Year 10 students to Burgmann College for a day of intense mathematical competition, all based on a ranking system.
This year’s contest took place on Thursday 17 October and the ten of us met up early in the morning to talk about what to anticipate, and about the nervousness felt all around.
The day featured a variety of challenging activities, including the Relay Race, the Swiss Contest, and crosswords, to name a few.
Radford College entered two teams in the competition. Radford 2, consisting of Eshaan Extross, Kate Colyer, Micah Tay, Udara Manage, and Simon Wu, put in a commendable performance, finishing in 5th place out of around 30 teams.
The other Radford Team, Radford 1 consisting of Ben Wang, Kevin Wong, Andrew Wang, Keren Zhang, and Emma Huang, not only claimed 1st place but did so in dominating fashion, finishing more than 40 points ahead of the team that finished in second place.
A big congratulations to all the participants for their outstanding effort, and special thanks to Mrs Alyssa Maier, Mr Bradley Van Den Heuvel, and the maths department for their ongoing support and encouragement.
By Mr Mitchell Joyce-Griggs, Science Teacher
On the afternoon of 17 October, our Year 12 human biology students, accompanied by Miss Lauren Heyward, Mr Mitchell Joyce-Griggs, and Mr Graeme Poleweski, attended the ANU School of Medicine and Psychology. Here our students engaged with a diverse suite of activities, showcasing the breadth and depth of medical science and clinical practice.
Firstly, they were divided into teams of specialists, mimicking clinical practice in an emergency department, and presented with a case study involving cranial trauma. Our students worked diligently in the laboratory using resources including models, virtual reality, and craft activities in their roles as mock neurosurgeons, neurologists, ophthalmologists, and anatomists to understand the case. Later they had the chance to learn from medical school lecturer and ophthalmologist Associate Professor Krisztina Valter-Kocsi, who enlightened us with the importance of a multidisciplinary and interdisciplinary knowledge and care in medical practice. Also, in extending their critical thinking and heralding the importance of confidence and creativity in medical practice, our students were tasked with creating a creative response to a reading about the importance of debunking misinformation and the implications of the limbic system. Despite the challenging nature of the tasks, several students showcased their creative talents and scientific understanding in the form of rewritten pop and rap hits, dance, and even acrostic poetry.
Students lastly had the chance to speak with current medical students Mel and Taylor, Associate Professor Valter-Kocsi, as well as lecturer in public health Dr Rosalie Aroni about, among other things, the realities of university life, the demanding and rewarding nature of medical study, and the practicalities of gaining admission into this field. In closing, Associate Professor Valter-Kocsi poignantly advised our students to "try to think of medicine not just as an applied science, but also as a tool on how to deal with patients, how to talk to them, how to find out the reasons for their illness, to try and prevent as many of these patients arriving in the ER, how to make their journey through the healthcare system as smooth of possible, and their trip home and what happens there".
We would like to extend our sincere thanks to ANU and all staff and students mentioned above for their gracious hospitality and enriching activities. We in the science faculty look forward to making many more opportunities available to Radford students in the future.