Leeds Uni – Hackathon – Hack for Humanity

On Tuesday 20 January, 27 A1 Computer Science students attended a Hackathon event titled ‘Hack for Humanity’ at Leeds University. This event saw several colleges from the Yorkshire area attend and compete in a few categories, with teams of 5 students selecting one of several key focuses, based on the UN Sustainable Development Goals (https://sdgs.un.org/goals). The 3 focal areas to select from were:

  • 2 – Zero Hunger
  • 3 – Good Health and well-being
  • 13 – Climate Action

Each of the 3 areas was given a specific brief, which focused on the use of AI technologies in developing countries such as:

  • 2 – Zero Hunger focused on AI-Powered Agricultural Extension
  • Chatbot in Lesotho
  • 3 – Good health and well-being focused on AI-Chatbot for Prevention and Control of non-communicable diseases (NCDs) in The Gambia
  • 13 – Climate Action focused on an AI-powered Extreme Weather Advisor in Bangladesh.

Over the course of the day, the student teams were given a lecture on the use of AI and its impact on developing systems in these areas to tackle large-scale problems. Followed by 2 and a half hours to design and form ideas within their teams for one of the above areas. Teams used systems such as Figma, Canva, AI systems (ChatGPT, Gemini, GitHub Copilot and many more) to speedily prototype their ideas and to create an MVP (Minimum Viable Product or early stage prototype) and a presentation which included: app design mock-ups, information on the app and how it would utilise AI to tackle their chosen problem.

After the teams presented their projects to the team of PhD students and Computer Science ambassadors, they were given a score across 4 areas: Novelty, Presentation, Technical Creativity, and Impact.

When the final scores rolled in, Greenhead students took the crown in 2 out of 3 categories! With 2 teams placing 2nd and 3rd overall in the competition and at the top of their respective categories amongst all 22 teams.

Team ‘Wahid F.C’ took the crown in the ‘Good health and well-being’ category. The team comprised the following students: Anam Zanam, Daniel Hampson, Siddh Pallavajjala, and Punyashlok Purohit.

Team ‘Cookies’ took the crown in the ‘Climate Action’ category. The team comprised the following students: Hitaishi Bhandari, Soumil Gupta, Saniyah Sharma, Mohann Wendam.

A huge congratulations to all the above students for winning their respective categories, and to all the students who took part in the Hackathon, as we saw an amazing level of engagement and high levels of creativity and technical skill amongst the teams.

We are looking forward to offering out more opportunities like this in the future. between Westborough High School and Greenhead College, and how sustained support can help ambitious students progress from GCSEs to highly competitive degree programmes. 

From Westborough to Greenhead to Medicine: Nayab Mirza’s Journey to the University of Sheffield

For Nayab Mirza, the journey to studying medicine has been shaped by strong foundations, consistent support, and an unwavering commitment to academic excellence – beginning at Westborough High School and continuing through her time at Greenhead College.  

Now in her fourth year of Medicine at the University of Sheffield, Nayab reflects with gratitude on the pivotal role Greenhead played during one of the most demanding stages of her education.   

‘I truly enjoyed my time at Greenhead College and could not have asked for a better place to complete my A levels in Biology, Chemistry, and Psychology,’ she says.  

After completing her GCSEs at Westborough High School – where she was Head Girl in her final year – Nayab progressed to Greenhead with a clear ambition to apply to medicine. She describes A levels as extremely demanding, further intensified by the highly competitive, time-consuming medical school application process.  

Throughout this time, Nayab highlights the exceptional academic and pastoral support she received at Greenhead College. Her teachers and personal tutor worked closely with her to ensure she could balance these additional commitments while remaining fully supported in her core subjects.   

‘My teachers were incredibly understanding and accommodating,’ she explains. ‘They consistently went above and beyond – offering extra revision sessions, replying to emails outside their own working hours, and providing personalised support for topics I found challenging.’  

Greenhead College also ensured that Nayab was continually academically stretched, challenging her with more advanced content that pushed her to achieve the highest standards. This combination of high expectations and tailored support proved instrumental in her success.   

‘Achieving all three A*s would not have been possible without the dedication, encouragement and unwavering support of the staff at Greenhead.’   

Beyond academic achievement, Nayab credits both Westborough High School and Greenhead College with helping her develop resilience, confidence, and consistency – qualities that continue to be essential as she balances hospital placements, night shifts, and the demands of medical training.  

Advice for Students at Westborough and Greenhead  

Reflecting on her journey, Nayab shares advice for students currently studying at Westborough High School and those considering or already attending Greenhead College:   

  • Make full use of your teachers. The support available is exceptional. Attending after-school sessions and asking questions were crucial to achieving top grades.   
  • Think ahead when choosing your A-level subjects. Research university and career pathways early and select subjects that align with long-term goals.   
  • Look after your mental wellbeing. Exams can be intense. Staying consistent, taking things step by step and prioritising wellbeing are just as important as academic results.   

Nayab’s story highlights the powerful impact of strong educational partnerships between Westborough High School and Greenhead College, and how sustained support can help ambitious students progress from GCSEs to highly competitive degree programmes. 

Picture of former student Nayab Mirza.

Students Engage in University-Led Research Project on Women in Medieval History

On Monday, 19 January, the History Department was delighted to welcome Professor Jonathan Phillips and Dr Natasha Hodgson to the College for the launch of an exciting new research initiative.

Speaking to 95 students, Professor Phillips and Dr Hodgson introduced a project designed to address the significant underrepresentation of women in the history curriculum. Currently, women feature in only 6% of GCSE and A Level examination questions, highlighting a clear gap in historical study.

The project offers students access to a wide range of textual and physical sources, enabling them to investigate evidence that medieval women held power and played influential roles within society. Through independent research and critical analysis, students are challenging traditional narratives and developing a deeper understanding of women’s contributions to medieval history.

Students’ findings will be showcased at the College’s first History Festival this spring, supporting the department’s ongoing commitment to developing a more inclusive and representative curriculum.

Young Cellist Triele Secures Places at Four UK Conservatoires 

Talented young cellist Triele has achieved a major milestone in her musical journey at Greenhead College, securing offers from four of the UK’s leading music conservatoires: the Royal Conservatoire of Scotland, Royal Birmingham Conservatoire, Royal Northern College of Music, and Leeds Conservatoire. 

Having played the cello for almost ten years, Triele described the news as both exciting and unexpected. ‘I’m really excited to be on a good music pathway and actually quite surprised to be accepted into all of the colleges I auditioned for,’ she said. 

After careful consideration, Triele has chosen to attend the Royal Conservatoire of Scotland following a gap year. The decision is deeply personal as well as professional. Her music mentor, Jenny Hanson, is an alumna of the conservatoire and has played a significant role in shaping Triele’s development. Triele also performs in the Rossignol String Quartet alongside her sister and Hanson’s daughters, a group that has been playing together for six years. 

One of the quartet’s highlights came last year when they performed at the Royal Albert Hall as part of the Music for Youth Festival – an experience Triele describes as the best of her musical career so far. 

Beyond its musical reputation, the Royal Conservatoire of Scotland appealed to Triele because of its interdisciplinary approach. With music, drama, and dance departments working closely together, she is eager to explore collaborative performances, including theatre, opera, and musical productions. Scotland’s strong folk music tradition was another key factor, aligning perfectly with her interests as a folk and classical cellist. 

During her gap year, Triele plans to continue performing with the Opera North Youth Orchestra, begin teaching cello at the North of England Centre for Music and Arts, and hopes to tour with the Rossignol String Quartet. 

Looking ahead to her studies, she is keen to develop her technical skills, musicality, ensemble playing, and disciplined practice habits ‘and elbows,’ she added with a smile. Ultimately, Triele dreams of a career in large-scale collaborative projects, particularly in musical theatre. Her ambition is to one day play in a pit orchestra for productions such as Hadestown, combining her love of storytelling, teamwork, and live performance. 

With a strong foundation and clear artistic vision, Triele’s future in music looks exceptionally promising. 

From Classroom to Career: Greenhead’s Bespoke Programme Opens Doors to Top Apprenticeships

As part of our enrichment programme at Greenhead College, A2 students interested in Business and Finance apprenticeships have the opportunity to participate in a bespoke support initiative designed to help them secure these highly competitive roles. Through a series of talks and sessions led by Greenhead alumni and employer partners, students gain first-hand insight, practical advice, and expert guidance on how to approach applications and successfully navigate each stage of the recruitment process.

Many students in the programme have already secured apprenticeship positions to begin after completing their studies, while others are progressing confidently through the later stages of recruitment. We are incredibly proud of our students’ commitment and ambition, and we are extremely grateful to the businesses and former students who have given their time to support, encourage, and inspire the next generation as they take their first steps towards their future careers.

Thank you to the following:

Wheawill and Sudworth 

Matilda moore

SES Engineering services

Paul Nunn 

Jayden lawrence

PwC

Muhammad Afridi

Matt Heywood 

KPMG

Scarlett Taylor

lily cleary

DJH

Chris Rawlinson 

Brown and Butler Chartered Accountants 

Maggie Dearnley 

C&K Careers

James Davidson 

BHP, Chartered Accountants

Sam Holroyd

 Walker Sutcliffe Accountants

Khadijah Mahmood.

From personal experience to professional purpose: Greenhead College’s lead counsellor reflects on an 18-year journey

For Marc Tomlinson, becoming a counsellor was less a sudden career decision and more a natural progression rooted in empathy, lived experience and a longstanding desire to help others. Now lead counsellor at Greenhead College, Marc oversees a thriving mental health service that has grown significantly over nearly two decades and sits at the heart of the college’s award-winning well-being provision.

Marc recalls that even at 17 he was acutely aware of the absence of counselling support in schools at the time. Wanting someone to talk to himself sparked an early understanding of the importance and potential impact of counselling. This awareness, combined with a natural inclination to listen and support others, laid the foundations for his future career.

Although initially drawn to the performing arts, studying dance and qualifying as a teacher, Marc soon realised this path was not quite right. While at university, accessing counselling support during a difficult period proved transformative. Experiencing therapy from a client’s perspective deepened his self-understanding and left a lasting impression on how vulnerable it can feel to seek help – an insight that continues to inform his work with students today.

After graduating, and once eligible to train, Marc began formal counselling training, alongside volunteering with Samaritans. This experience confirmed his vocation. He describes his training as challenging and deeply formative, particularly due to the small, diverse cohort and the emphasis on regular skills practice, feedback and personal development. ‘There was no coasting,’ he reflects. ‘You had to be fully engaged, and that pushed me to grow – not just as a counsellor, but as a person.’

Marc’s commitment to working with young people emerged early. During training, he completed a placement counselling sixth form students, setting up the service from scratch. This experience, combined with his own personal therapy and further placements in colleges and universities, solidified his passion for supporting young people at a pivotal stage in their lives.

Eighteen years ago, Marc joined Greenhead College as a part-time counsellor. Since then, the service has expanded into a multidisciplinary team including counsellors, a CBT practitioner and a life coach, while also offering placements to trainee and newly qualified counsellors. In 2024, the college was awarded the Gold Standard for outstanding mental health and wellbeing provision, recognising the strength of a service that Marc now leads.

Beyond his role at Greenhead, Marc is a strong advocate for young people’s mental health services. He helps facilitate a further education counsellors’ network, creating space for professionals to share learning, challenges and best practice, always with students’ needs at the centre.

What sustains him, Marc says, is both the team he works with and the clients he supports. He describes counselling young people as a privilege, particularly in the context of ongoing academic pressures and the lasting mental health impact of the COVID-19 pandemic. ‘It’s an honour that clients trust us with their vulnerabilities,’ he says. ‘That trust is what keeps me motivated, even through the challenges of running a busy service.’

Outside of work, Marc has rediscovered a love of movement through roller skating, reconnecting with the joy he once found in dance. Looking ahead, he hopes to continue developing the counselling service at Greenhead, ensuring it evolves in line with students’ needs, while remaining a strong voice for young people within educational systems.


This article first appeared in the November 2025 issue of University & College Counselling, published by the British Association for Counselling and Psychotherapy. www.bacp.co.uk/bacp-journals/university-and-college-counselling/ ©BACP 2025. Read the full version below.

Former Greenhead College Student Turns Early Enterprise into Retail Leadership Success

A former Greenhead College student who once bought and sold goods on eBay at the age of 11 is now leading teams across four Aldi supermarkets in North Lincolnshire.

Max Gill, who studied Economics and Business at Greenhead before going on to Newcastle University Business School, says his passion for enterprise began at home. His mother built a business from scratch, and his grandfather, who was awarded an OBE for services to business and charity in South Yorkshire, provided a powerful example of resilience and community impact.

“Seeing what one individual could achieve was hugely motivating,” he said.

From College Classroom to Global Competition

During his first year at Greenhead, Max was selected for the PolyU Innovation & Entrepreneurship Global Student Challenge. Alongside two fellow students, he designed an AI-powered electronic memory aid for people with dementia.

“It was my first experience applying theory to a realistic business scenario,” he explained. “It sparked a real excitement for developing ideas from concept to execution.”

In his second year, Max became a Business Studies Mentor, supporting other students one-to-one. The experience honed the coaching and communication skills he now uses daily as an Area Manager.

Career Takes Shape During Crisis

After leaving Greenhead, Max completed a ‘sandwich’ degree that included a year-long placement with Aldi UK — a role that intensified as the COVID-19 pandemic hit.

With retail under enormous pressure, he took on the role of acting Store Manager, leading a team of 30 and managing key performance targets amid panic buying and supply chain challenges. As the 2021 HGV driver shortage gripped the UK, he was tasked with prioritising deliveries and adjusting more than £1 million in orders each day.

“These experiences taught me to make decisions quickly and confidently with imperfect information,” he said. “They strengthened my resilience more than anything else.”

Following a successful placement, Max was offered a place on Aldi’s graduate Area Manager Scheme. Before starting, he spent a year travelling, working and volunteering across Australia and Asia, including teaching English in Cambodia and working in tech sales in Sydney.

Leadership Across Four Stores

Today, Max oversees four supermarkets and more than 100 staff. He credits early responsibility for shaping his leadership approach.

“Being trusted with real responsibility in demanding, fast-paced environments showed me I was capable of operating at that level,” he said. “Those experiences built my confidence.”

He says adaptability has become the defining feature of modern business.

“Consumer habits are changing rapidly. Whether it’s convenience, sustainability or shifts in online shopping, organisations that fail to adapt get left behind,” he said. “Tech, data and AI are now at the core of decision-making.”

Giving Back Through Business

Outside of retail, Max has made a measurable impact through consultancy work. During his final year at university, he led a team supporting a social enterprise developing sustainable corporate awards. The project created a strategic roadmap that helped refine the organisation’s market approach.

“It was rewarding to see how theory could support a business with a meaningful social mission,” he said.

Max later graduated top of his year, receiving the Newcastle University Business School Prize for Highest Academic Merit.

Advice for the Next Generation

Reflecting on his journey, Max encourages current Economics and Business students to push themselves early.

“My biggest advice is to step outside your comfort zone as often as you can,” he said. “The experiences that develop you the most are usually the ones that feel quite intimidating.”

He added that students should reach out to professionals for insight and support.

“Most people are more than willing to help if you ask,” he said.

From a teenage entrepreneur selling products online to a senior role at one of the UK’s fastest-growing supermarkets, Max Gill’s story reflects the value of drive, community, inspiration, and saying “yes” to ambitious opportunities.

From Greenhead to the Frontiers of Linguistics: Alumni Spotlight – Dr. Ben Gibb-Reid

Greenhead College alumnus Dr Ben Gibb-Reid, who attended Salendine Nook High School prior to joining Greenhead, has built an impressive academic career as a Lecturer in Linguistics at the University of York, combining cutting-edge research with inspiring teaching.

His expertise spans phonetics and phonology, linguistics as data science, and forensic phonetics—where speech analysis aids criminal investigations. Currently, Dr Gibb-Reid is researching how knowledge of accents and individual speech patterns can help detect audio deepfake recordings, an urgent challenge at the intersection of linguistics and technology.

Dr Gibb-Reid’s passion for linguistics was ignited at Greenhead College, where he studied English Language A Level alongside Modern History, Government & Politics, and completed an Extended Project Qualification (EPQ). He credits teachers including Maggie Pearson, Jane, Mark Tatum, and Joanna Dongahey with nurturing his academic curiosity, critical thinking, and confidence to pursue higher education.

After leaving Greenhead in 2014, Dr Gibb-Reid attended the University of York, earning a BA in English Language and Linguistics and an MSc in Forensic Speech Science. After a period working in data analytics, he returned to academia to complete a PhD funded by the Arts and Humanities Research Council, successfully passing his viva in 2024.

Now lecturing, supervising research, and publishing academic work, Dr Gibb-Reid reflects on Greenhead College as the place where he learned to think like an academic—and where his enthusiasm for linguistics first flourished.

Greenhead Computer Science students go behind the scenes at Bradford University

Twenty-eight Computer Science students recently participated in an immersive educational visit to Bradford University, gaining valuable first-hand experience of higher education in the digital and games development sector. 

The visit aimed to introduce students to the kinds of lectures, facilities, and specialist equipment available to those pursuing a Games Development or Computer Science pathway at university. It also gave students the chance to meet and engage with academic staff from a local higher education provider renowned for its strengths in the digital sector. 

During the visit, students participated in two interactive workshops: Animation and Motion Capture, and Cybersecurity. In the animation session, students were introduced to industry-standard motion capture technology—an experience rarely available during standard Computer Science taster days. Two students volunteered to wear motion capture suits fitted with sensors, allowing their movements to be translated into on-screen avatars that walked, moved, and battled in real time within the animation studio. 

One student reflected on the experience, saying, “I really enjoyed the opportunity to get hands on with the actual kit we would use in a uni setting, if we studied animation.” 

The second workshop introduced cybersecurity, where students explored how vulnerabilities within digital systems can be identified. They investigated website metadata and weak points to understand how cyber-attacks can occur, developing problem-solving and analytical skills directly linked to their classroom learning. 

A student commented, “I enjoyed the workshop to hack into a website in various ways, and I really liked the energy of the tutor in the Animation workshop – you could tell he loved what he does.” 

Bradford University staff played a key role in bringing the experience to life. Their enthusiasm and industry knowledge helped students see how the skills taught at university translate into real-world applications. Animation lecturer Rob Redman received praise for his energy and passion when showcasing animation technologies, inspiring students and highlighting potential career pathways within the digital industries. 

Another student added, “Overall, a great day out. We saw plenty of things on show – I had no idea the uni had that much going on for their Computer Science courses.” 

Staff accompanying the students also highlighted the value of the visit, noting the unique opportunities it provided. One member of staff said, “The animation workshop in particular showcased a heap of tech and skills we haven’t experienced in a range of other taster days, so this was something brand new and exciting for students to get hands-on with.” 

The visit aligns closely with Greenhead’s commitment to experiential learning, offering students meaningful insight into life at higher education and the opportunities available beyond the classroom. Bradford University’s strong focus on Engineering, Computer Science, and its extensive outreach and access programmes further demonstrated how local universities can support students as they progress to the next level of education. 

Overall, the day provided students with new skills, fresh inspiration and a clearer understanding of future possibilities within Computer Science, reinforcing the value of learning beyond the classroom.