Leeds Sixth Form College’s rugby players are celebrating a dramatic semi-final victory which earned them a place in next month’s National Colleges Cup Final. 

The college’s team, which is part of the Leeds Rhinos Development Academy with Leeds Sports Connect, defeated New College Pontefract by scoring in Golden Point of the National College Cup Semi-Final on Wednesday 9 March.

The match was hard-fought and ended all level at 12-12 in normal time, with the Leeds side reduced to 12 men after a late sin-binning – setting up an all-or-nothing Golden Point period.

Leeds Rhinos Development Academy Head Coach, and former Leeds City College student, Harvey Whiteley, said: “The yellow card gave New College Pontefract a real shot in the arm and they managed to pull it back late on, scoring a converted try and a penalty.

“Pontefract then pushed hard for a winner in the last seconds but thankfully we managed to hold out and take the game into Golden Point.

“The hosts, still holding a man advantage, kicked off in Golden Point but the young Rhinos marched downfield with the ball. 

“After brilliant play in the build up from Joe Taylor, Prop Forward Harry Thompson stormed his way under the posts to score the winning try for us. With that, the whistle blew and this sparked jubilant scenes for the victorious Leeds team who have reached their first ever College Cup final.”

Half-time talk turns the match

Harvey credited a motivational talk that was given by the coaches at half-time, when Leeds were trailing 0-4, for sparking the fightback that ultimately led to victory.

Both of the Rhinos tries had come earlier in the second half, when there were scores from rising star Mekhi Bridgeman-Reaney and Tyler Dargan, followed by a penalty goal from Ethan Newboult that gave them a 12-4 lead.

Despite the setback of losing a man and being pegged back to 12-12 in the dying moments of the game, the side showed great resilience to come up with the winning score and clinch their place in the final. 

Posting on Twitter afterwards, Harvey was full of praise for his team’s ‘outstanding effort’. He added: “I am very much looking forward to my first final as a coach.”

The Leeds Rhinos Development Academy team can now look forward to a cup final against either Hopwood Hall or Warrington, who will contest the other Semi Final on Wednesday 16 March.

*Leeds Sports Connect is a partnership between leading local sports providers and two colleges, Leeds City College and Leeds Sixth Form College. The project is designed to give student athletes the best of both worlds by combining professional training with outstanding education.

The project‘s sports partners are: Leeds Rhinos Foundation, Leeds United Foundation, The Hunslet Club, Ultimate Football Coaching Academy, and Let’s Do More, which all have outstanding facilities and coaching regimes.

For more information, please visit https://leedssportsconnect.co.uk/

On 8 March, people all over the world come together to celebrate International Women’s Day. This day highlights the struggles of gender equality and brings people together to help diminish this.

It’s a chance to take action, and raise awareness of the economic, political and social achievements of women across the world. 

What is the theme this year? 

Bias and discrimination have been holding women back for centuries. This year’s official theme is #BreakTheBias, which looks at how we can collectively break the bias and misconceptions in the interest of creating a gender-equal and inclusive world. 

You can get involved with the #BreakTheBias campaign by sending in photos of yourself with crossed arms as seen on the website or taking a selfie with one of the pledge cards, which you can download here to show your support.

Inspirational women

As part of the celebration, we asked women leaders across the Leeds Sixth Form College about who inspires them and why and how we can break the bias in education.

Dr. Elisabeth Protopapa, Head of Academic Studies at Leeds Sixth Form College, talks about her mother being the biggest inspiration to her. 

“My mother has to be my biggest inspiration. She was a typical Greek mother – just think of a lioness who would do anything to protect her cubs.

“I was always inspired to follow her steps. When growing up, working mothers in Greek culture were seen as ‘breaking the rules of society’. When she finished school at 17, she had to find work to make sure she could pay for her brother’s education and also financially support her parents. She was a working mum but never complained. Sacrificing her own potential to ensure her brother had more opportunities in life was a powerful message.  She made sure I grew up understanding that I was made to contribute to society, and this meant I needed to be the ‘best educated’. I grew up defending the role of women in society, and the right to be educated. 

“My extended family and friend circle expected me to come back after finishing my chemistry degree to get married and be a stay at home mum. My mother made me promise that I would stay in education for as long as I can and use my skills to help others. I ended up providing her with three graduation ceremonies from a BSc, Master’s and a PhD, which was my token of gratitude for the love and inspiration she gave me. The joy on her face will always stay with me.”

Principal of Leeds Sixth Form College, Rachael Booth, shares with us who inspires her and why. 

“It is hard to pin down my personal inspirations to one individual as I feel I have been influenced and shaped by a number of individuals over the years. My parents inspired me to value education and the opportunities it can bring you at a very early age, and my mum certainly gave me the passion for reading I still have to this day. 

“As a historian, it is hard not to be influenced by historical figures and one in particular that inspired me is Mary Wollstonecraft. Her book: ‘A Vindication on the Rights of Woman’ written in 1791 was groundbreaking as it was the first time a book had been published that argued for women’s rights. It is interesting today to think how radical she was in recommending the establishment of a national education system that operated mixed-sex schools. What seems evident to me is her passion for women’s rights and her bravery in arguing for those rights at a time when to many others, this would be unthinkable.

“I reflected often on this feminist pioneer when I began my own career in education and always made sure I taught students about the ‘founding mothers’ when still exam texts were solely referring to the ‘founding fathers’ when discussing theories. Certainly, I have witnessed and experienced gender inequality in my life, but I, like many others, continue to stand up for what is right and support others to do the same.”

This year’s theme is #breakthebias. How do you think we can break the bias in education? 

Elisabeth added: “The current crisis around us has made a lot of people question the direction of the world. What drives us in Leeds Sixth Form College is the responsibility we have to wrap a protective blanket around our young people and show them how to maintain resilience and momentum. We teach them to become future change makers whatever race, gender or origin. That one young Ukrainian or Syrian girl arriving in this country that is fleeing from war could be driven to become the next politician who will take action to protect the next generation. Let’s remind ourselves that education can bring change.”

Rachael commented: “Given Mary Wollstonecraft’s writing in the 1790s, my question is why is it taking so long? Yes, we can look back and say that some nations have come a long way – but what about the others? In the UK, there is still a shortage of female representatives in some areas of work and still so few women in senior leadership roles. 

“The only way to break the bias is to play an active role in our community and share ideas on how to make a change. We also need to challenge inequalities and empower others to do so. I think it is important that we challenge ourselves as individuals every day. I was lucky enough to benefit from inspirational female mentors that spotted the potential in me and helped me realise it, therefore I hope to do the same for others.”

Lastly, Carla Smithies, Performance and Project Coordinator, talks about Professor Miriam Meyerhoff being her inspiration. 

“I came across Professor Miriam Meyerhoff’s publications during my study of English Language and Linguistic Science at the University of York. Her research focuses on sociolinguistics and examines the impact that social identity and gender have on language. 

“This area of linguistics she writes about is interesting as it looks at fascinating variations of standard English. This is important work in breaking the bias as it sheds light on elements that people aren’t aware cause language variation and how society may discriminate towards these shifts from the “standard”. 

“The enrichment programme at Leeds Sixth Form College allows students studying any combination of A levels to choose an extracurricular programme that excites them or will further their progression. It means students can collaborate with others outside of the classroom, and grow solidarity with those who hold similar values, experiences or interests.”

Take a look at the International Women’s Day resources here.

Today marks the 7th year of the International Day of Women and Girls in Science, first declared by the United Nations in 2015 in order to promote full and equal access and participation for women and girls in science. 

Over the past decade, the global community has been making conscious efforts to inspire women and girls all around the world. This awareness day is an opportunity to celebrate the essential role that women and girls play in STEM (science, technology, engineering and maths).

Why is this day important?

This day is a reminder of the accomplishments of women and girls in STEM careers. It gives us the chance to raise awareness and promote gender equality. 

The gender gap continues to be an issue today and we are still a big stretch away from gender equality. There has been a significant difference in the gender pay gap throughout the years at all levels of STEM disciplines across the world. According to the United Nations, women are typically given smaller research grants than male colleagues and, while they represent 33.3% of all research, only 12% of members of national science academies are women.

According to UNESCO data, there are less than 30% of women researchers worldwide. Enrolment of female students for STEM studies is particularly low in ICT with 3%; natural science, mathematics and statistics with 5% and in engineering, manufacturing and construction 8%.

With figures still so low, this day is crucial for shouting out about our women in STEM role models, as one individual could inspire the next generation. 

What is the theme this year? 

The official theme this year is “Equity, Diversity, and Inclusion: Water Unites Us”. According to the UN, billions of people around the world will be unable to access safely managed household drinking water and hygiene services in 2030 due to climate change, rising demand and failure to conserve water resources.

On 11 February, there will be a virtual event held by the UN that will bring together women and girls in science and experts around the world who will play a vital role in developing a sustainable water-energy nexus and progress towards the achievement of SDG 6 (Clean Water and Sanitation).

Important figures at the college

To gain an insight into the world of STEM, we caught up with the Head of Academic Studies at Leeds Sixth Form College, Dr. Elisabeth Protopapa, who has 22 years of experience in science. 

From creating a mini-lab in her childhood bedroom to achieving a PhD in chemistry, Elisabeth has a clear passion for science and encourages girls and women everywhere to get into STEM subjects and make that change. 

What do you do during the day that is STEM-related?

“Although in the past I taught GCSE science and chemistry A level, my management role means I do not have a direct link to delivering day-to-day STEM lessons anymore. However, as a leader in education, I regularly use the skills I developed through my STEM background; organisation, large data manipulation, decision making, planning and problem-solving.” 

How did you get into STEM?

“When I was at school in Greece, we did not have any labs to do practicals in science. All the practicals were described as ‘thought experiments’ in books. 

“When learning about ‘osmosis’ in year 10, I was puzzled by what the thought experiment presented and I questioned my teacher about the validity of that page in the book. He gave me the suggestion to go and try this at home by placing a raisin in water. I was hooked after that! I created a mini-lab in my room using anything I could use around my house. I was fascinated by the physical changes and really wanted to know why this was happening. 

“This inspired me to study a degree in chemistry, which I found to be the most logical subject in comparison to other STEM subjects. At university, the practical investigations were the highlight of my week and led me to continue into scientific research by doing a masters and a PhD. My supervisor was a woman and she was an amazing role model.” 

Why do you think it’s important for more women to get into STEM? 

“I believe women have an inbuilt moral compass to create in order to benefit others. We are multitaskers but always have empathy. As a result, any success benefits the people around us.”

Have you got any advice for girls wanting to pursue a career in STEM?

“STEM subjects help you understand the world around you and this is very powerful. Positive changes can be made from raising awareness which will have a great impact on the following generations. Get involved, be brave, be that change and voice.”

What do you enjoy most about working in STEM?

“STEM means continuous growth. My STEM background means my strengths are in organisation, problem-solving and thinking innovatively to find imaginative solutions. I aim to improve the students’ opportunities and maximise their potential.” 

What does a lesson or unit look like when STEM is infused?

“There is a question that needs solving! For example, how do you light up a room when it is dark and you have no electricity? Look up the Liter of Light project and see how science can bring an impact on everyday life. These are all the questions we hope to enthuse our students with at Leeds Sixth Form College.”

Resources

UNESCO has put together a global exhibition of artwork and stories contributed by women with STEM backgrounds. 

The Gender Action Plan III sets out the European Union’s political and operational roadmap towards a gender-equal world. Take a look at the plan here.

Help make a change and take the next step by joining the global network of Women in Science 4 SDGs here.

Want to be the catalyst for change? Take a look at our STEM subjects here.

Today marks the start of LGBTQ+ History Month, an annual celebration and remembrance of the LGBTQ+ (lesbian, gay, bisexual, transgender, queer + others) community.

LGBTQ+ History Month has been an annual celebration in the UK since 2005, however, the month was founded in the US after Rodney Wilson, the first openly gay teacher in Missouri, originated the idea.

The importance of LGBTQ+ History Month 

With a lack of education and awareness, members of the LGBTQ+ community still face prejudice today. The overall aims of this month are to promote equality and diversity for the LGBTQ+ community, to acknowledge and value their contributions to society, and most importantly; to ensure they feel safe and accepted. 

Achievements of the LGTBQ+ community can often be overlooked; it’s important to carry on educating those on the sacrifices made by the community which led to milestones such as the Sexual Offences Act 1967.

Although there have been huge milestones for the LGBTQ+ community there is still a great deal of work to be done to move towards social justice, fairness and inclusion. 

What is the theme for this year? 

This year’s theme is Politics in Art: “The Arc is Long” which is inspired by a Martin Luther King quote: ‘The Arc of the moral universe is long, but it bends towards justice.’ 

Some of the LGBTQ+ artists featured in this year’s theme are Keith Haring with his dancing figures, which were used to draw attention to the growing AIDS crisis of the early 1980s. Graffiti artist Jean-Michel Basquiat was also significant in the ‘80s for his neo-expressionist paintings. 

How you can be an ally

Being an LGBTQ+ ally is about helping to create an inclusive environment where people can feel safe and be themselves around you. 

If you are a straight ally, here are some of the ways you can help improve the lives of lesbian, gay, bi and trans people everywhere.

Familiarise yourself with the terms 

Educating yourself with the correct terminology and pronouns is a simple but crucial step in becoming an ally. Take note of what words a person uses to describe themselves and their sexual orientation and gender identity, using the correct terms and pronouns is being respectful to those around you.  

Stonewall has created a Stonewall glossary of terms for you to learn and begin to familiarise yourself with.

Expanding your reading and watch list with cultural content is also an easy step but an important way of learning about LGBTQ+ history and LGBTQ+ existence today.

Show your support

A good way to show support is to engage with charities and events in your local community.

Angels of Freedom is a Leeds organisation of volunteers that provide support to the LGBTQ+ community. They host a range of activities and events welcome to anyone. Check out their website here to see how you can get involved.

Proud ‘n’ Diverse is a registered charity that offers one-to-one support and group sessions for LGBTQ+ individuals and allies. They also work to make Leeds a safer space by raising awareness through workshops and webinars or businesses that would like the chance to learn about LGBTQ+ related topics to help assist them in their workplace.

There are also small LGBTQ+ businesses out there to show support to, this can be done by sharing their social media on your own accounts or, if you can afford to, purchasing something from them.

Celebrating at the sixth form college

The LGBTQ+ Society is attending workshops at Bookish Type, an independent queer bookshop in Leeds city centre. 

LGBTQ+ support

If you are struggling with mental health or just want to chat, there is plenty of support available.

The LGBTQ+ Society provides a safe space for those who identify as LGBTQ+* to be fully themselves without fear of judgement, criticism or discrimination. The society also welcomes straight allies who are encouraged to attend events. 

If you’d like to get involved, visit the page here to see what’s going on. 

The Yorkshire MESMAC is a sexual health organisation that offer a range of services for members of the public across Leeds, Bradford, Rotherham and Hull. They offer a range of mental health and wellbeing services, including counselling,  one-to-one support,  group sessions and training as well as LGBTQ+ support groups. 

Mindline Trans+ is an emotional and mental health support helpline for anyone identifying as transgender, non-binary, genderfluid. 

As we reopen our doors for the new academic year, we’ve taken measures to make sure that Leeds Sixth Form College is as safe as possible. 

Thanks to the success of the NHS vaccine programme rollout and ongoing safety measures, students can safely return to college to begin an exciting new year of learning. You can find our latest campus rules and safety measures below.

Face coverings

Students are expected to wear face coverings in communal areas, such as the canteen, corridors, lifts and toilets but not in classroom or workshop areas (unless students or staff want to).

Other safety measures on campus

Studying in college is important for the quality of our students’ learning and wellbeing. We will continue to take safety measures seriously to keep our students and staff safe. 

This includes:

• Ensuring good hygiene for everyone by using hand sanitiser stations.
• Maintaining appropriate cleaning regimes, such as wiping down workspaces after use.
• Keeping occupied spaces well ventilated.
• Following public health advice on testing, self-isolation and managing confirmed cases of Covid-19. Staff or students awaiting a PCR test should self-isolate until a negative test is confirmed.

The safety measures we’ve had in place have proved a real success at controlling the spread of Covid-19. We want to reassure you that we are teaching in a Covid-19 safe environment and we will continue to implement measures to ensure student and staff safety. 

Testing

To keep everyone even safer on campus, it is expected that all students should take and have evidence of two negative lateral flow tests during induction or soon afterwards. You can either take these tests on site or at home. You can ask for Covid-19 tests at your local pharmacy or you can order these via the Gov.uk website.

During induction, all students will be provided with testing kits and reminded how to undertake these tests. Positive lateral flow tests will be reported to Track and Trace.

For any students who are self-isolating, remote education will continue. If you are a student and have any questions, please speak with your teacher.

Bubbles and close contacts

We will no longer use bubbles to ensure students and staff who may have been in contact with an infected person isolate.

For those who have been in close contact with someone who has tested positive – if you are double vaccinated or under the age of 18, you do not need to isolate unless you display symptoms.

Students over the age of 18 who are unvaccinated will be notified via the NHS Track and Trace app; therefore it is essential that we continue to support the use of this while on campus.

If you are notified by Track and Trace that you are a close contact of a positive case, please access a PCR test and self-isolate until you have confirmation of a negative result.

How to take a test

Taking a test is quick and easy. Watch this video from Public Health England to see how it’s done. You can also read the guides below.

Vaccine information

If you’re offered the vaccine, please take this opportunity as it is proving effective against Covid-19. You can find more information about the vaccine here.

Many of us take measures to keep physically fit, whether that’s through going to the gym, joining a local sports team or working out from home. However, are we doing enough to keep ourselves mentally fit?

Now is a more important time than ever to start looking after our mental health and wellbeing, given the impacts that Covid-19 has had on our mental health, with a particular focus on students.

The Association of Colleges Mental Health Report in Colleges 2021 found that nearly half of colleges say that mental health referrals have been significantly higher since the pandemic began and 85% of colleges have seen a significant number of students with undiagnosed mental health difficulties.

Bringing change to college

The pandemic has brought about a need for change, urging us to reflect on our mental health and wellbeing within education.

By putting students’ wellbeing at the heart of their learning experience, Leeds Sixth Form College has introduced the Fika mental fitness app.

Fika

Fika focuses on developing seven skills of your mental fitness: confidence, positivity, focus, connection, meaning, motivation and stress management. It improves these areas to build mental fitness in just five minutes per day. 

Short courses build your social and employability skills, earning you certificates that can even boost your CV.

Fika is easily accessible through the app or a web browser. You can download it from the App store or Google Play store. You’ll just need your college email address to log in.

Find out more about Fika through this short video. 

If you have any questions about Fika, please email Gemma Williams, our Student Wellbeing Manager.

An exciting new college year is almost upon us and preparations are underway to ensure we can all enjoy it together.

A vital part of that will depend, as efforts continue to contain the pandemic, on as many students and staff as possible being vaccinated against Covid-19. 

The government is now offering walk-in vaccinations to 16 and 17 year olds and we would strongly encourage students to have a vaccination before starting their studies with us in September.

Keeping safe and having fun

Doing so, and following our  Covid safety measures – which include continuing, for now, to wear face coverings in corridors and open spaces, or where distancing can’t be maintained – will help us all stay safe.

It will also mean students can feel confident as they try out the many rewarding and fun events we will have going on, across our campuses, during induction week and beyond.

If you’re 18 years old or over, you can book a vaccination here. We are also looking into hosting ‘pop-up’ vaccination clinics at our main campuses in the coming weeks.

When term starts students will need to take two Lateral Flow Device (LFD) tests  each week (like they did before the summer break) and to record their results via the Gov.uk website.

For more details about Covid-19 vaccinations visit the Gov.uk website here. This guide here also includes information on what to expect after having a Covid-19 vaccination.

Find out more information about vaccinations for under 18 year olds here.

A science teacher at Leeds Sixth Form College has been awarded £3000 of funding for his skills development project as part of the Let Teachers SHINE competition.

Luke Helstrip, who has been with the college for a year, has developed a project that supports students to enhance their soft skills, such as creative thinking, communication, problem solving and collaboration, enabling them to make faster progress in lessons.

Run by education charity SHINE and Times Education Supplement, the competition offers a funding lifeline to innovative teachers with pioneering project ideas. With the aim to boost the attainment of young people from disadvantaged backgrounds, the organisation provides advice and training to allow teachers to make a difference within the student community.

Luke hopes his ‘Impact of STEM 7’ project will help students improve exam results and apply for jobs and university places. He said: “I grew up in an area of high deprivation, so I appreciate the challenges that students face when completing applications and progressing through education. I hope to develop students’ self-confidence and ability to reflect on their own skill development by making changes to teaching practices which highlight soft skill development. 

“Information on students’ skill reflections will then be analysed, providing us with data on progress over time and the impact of the strategy. Initially, I will be running the programme as a pilot study within my own class. If this is successful, we hope to roll this scheme out across all A level subjects at Leeds Sixth Form College.”

All grantees will receive one-to-one sessions with the School of Social Entrepreneurs and the University of Manchester to determine individual needs and develop a bespoke training package.

Helen Rafferty, interim chief executive of SHINE, said: “Congratulations to all the winners of this year’s Let Teachers SHINE competition. This year’s awards were held during some of the most challenging times teachers have ever faced, making the quality of the applications all the more impressive. 

“Each of the teachers who took part in the competition demonstrated their innovation and commitment to really make a difference to the futures of children from low-income families. 

“We look forward to working with the winners to help them develop their ideas and help hundreds of children to succeed at school.” 

Organised by the Mental Health Foundation, Mental Health Awareness Week is taking place from 10 to 16 May.

Founded in 1949, the Mental Health Foundation is the UK’s leading charity for mental health.

Throughout the pandemic, millions of people across the UK have experienced a mental health problem. This week helps us to understand more about mental health, how it affects us, the different conditions and support available.

Nature

This year’s focus is on nature, as many of us have found the outdoors to be helpful in improving our wellbeing during the pandemic. 

Over the past year, we’ve seen an increase in people gardening, going on walks and exploring the outdoors – all of which have been essential for our mental health. 

Research from the Mental Health Foundation showed that going for walks outside was one of our top coping strategies, with 45% of us reporting how being in green spaces had been vital for our mental health.

During lockdowns, people have not only spent more time in nature, but have learnt to appreciate and notice it more; highlighting a fundamental need to connect with our outdoor environment.

Benefits

Bringing nature into your everyday life can have positive effects on your personal wellbeing. It can:

• Enhance your mood
• Reduce feelings of stress and anger
• Help you take a break and feel relaxed
• Improve your physical health
• Build your confidence
• Encourage you to be more active
• Helps you make new connections 

Getting involved 

Support the Mental Health Foundation by taking part in half an hour of outdoor exercise each day in May. This can include anything from walking, running, jogging and skipping – and remember to appreciate the nature surrounding you.

You are also encouraged to share your experiences by taking a photo or video and joining the discussion on how you’re connecting with nature by using the hashtags #ConnectWithNature #MentalHealthAwarenessWeek.

To discover the best walks in the local Leeds area, have a read of these articles on Leeds List and Yorkshire Evening Post.

College activities

At Leeds Sixth Form College, we’ll also be celebrating Mental Health Awareness Week through a series of events. 

Our Academic Coach and MindMate Champion, Chris Flint, is running a Mental Health Self Help Google Classroom for staff and students from 10 May. These sessions will discuss mental health, how to find support, coping mechanisms and self help tips. Students can get involved in these sessions by using the Google Classroom code: Xllslsb.  

As part of the Virtual World of Work and Work Experience Week, the morning timetable for Wednesday 12 May has been dedicated to ‘Upskill Yourself’ activities. This is an opportunity for positive reflection, where students can build on their strengths and attributes. Examples of these sessions include managing stress and anxiety, motivational techniques, understanding your strengths and overcoming fear.

Students will also be campaigning this week as the student unions elections take place on campus. This will be a great opportunity for students to have their voice and bring about positive change.

We are raising money for Mind, the mental health charity, through a 24 hour gym session fundraiser. From 9am on Thursday 27 May to 9am on Friday 28 May, colleagues are invited to either pedal, cycle, cross-train or row in a 30 minute slot during the 24 hour period. The fundraiser will take place in the brand-new Eco-Powr gym, where the exercise machines are specially designed to generate power for our college. 

All sixth form tutorials will have a mental health awareness focus, based on this year’s theme of nature.