Re-engaging learners through creativity: Arts Award through alternative provision

Youth Works Community College is an independent school for young people in Key Stages 3 and 4 with social, emotional and mental health difficulties. Learners who come to Youth Works have been on very different learning journeys. Many referred from their previous school have become disengaged with learning and arrive with a negative view of education.

In this blog, Emma Davies, Art and Music Tutor at Youth Works, explains how she delivers Bronze Arts Award to Year 10 and Year 11 students through curriculum-based art and music sessions. Students work towards Bronze through visual art or a combined pathway, tailored to their individual interests.

A youth-first approach to creative learning  

I always begin by focusing on the student. Rather than introducing a fixed project structure straight away, I spend time getting to know what each learner is interested in and what motivates them creatively.

This often starts with a period of exploration where students try a variety of creative tasters. We might experiment with ink painting, sculpture, karaoke, sharing music genres we like or trying out different instruments in the studio. These sessions help students begin to discover what they enjoy and where their interests lie.

To support exploration, I keep idea folders and artist folders in the studio so students can browse different creative approaches. Quick tasters across art, music and drama allow them to experiment without pressure. The aim is always to give students choice and ownership over their Arts Award journey.

From there, Arts Award projects can develop in many different directions. In music, s​​ome students explore freestyle rap, lyric writing or music production. Others may move towards photography, mandala design or contemporary visual art.

What I value about Arts Award is that its framework allows projects to flex around the student. Rather than expecting every learner to follow the same pathway, the structure allows them to shape their own creative journey. Creativity becomes something students explore and develop over time, rather than something that is imposed as a traditional classroom task.  

Creating a studio culture that supports re-engagement 

One of the most important things I try to do is create an environment that feels different from a traditional classroom. At Youth Works,​​ we describe our space as a studio rather than a classroom.

For many of our learners, classrooms are associated with difficult experiences or feelings of failure. By framing the environment as a creative studio,​​ it can help shift that perception and encourage students to see themselves as artists and creators which directly responds to the ethos of Arts Award.

I also try to build a collaborative atmosphere. Often students introduce me to artists, music or online creators that inspire them, and we explore those influences together. Contemporary culture, including music, YouTube and digital media, frequently becomes a starting point for creative discussion.

Projects often evolve organically as students gain confidence and develop new ideas, and Arts Award reinforces the research and ​​reflection that goes into this. My role is to guide that process and adapt projects as motivation changes.

Researching artists and creative influences 

Identifying an artist to research for Arts Award (Bronze, Part C) often begins through conversation. I ask students what music they listen to, what films they enjoy or which artists they follow online. From there we explore related work together, listening to other tracks, watching interviews or discussing how particular work was created.

These conversations gradually help students identify what inspires them. For example, one student began by talking about the different music artists she listened to depending on her mood. She decided to focus her research on the Arctic Monkeys. She explained that she related to their story; where they came from, how the band formed and the friendships within it. This led her to reflect on her own ambitions and interests within the entertainment industry.

Passing on an arts skill  

Bronze Arts Award also creates opportunities for students to share their own creative skills with others (Part D) which sometimes happens as part of the natural creative process. One recent example involved a student producing a track that eventually became known as ‘Teacher’s Revenge’. The student took the lead in producing the track and began demonstrating to​​ staff members (who don't teach music) how to rap to a beat and record their vocals: the activity fulfilled the Skill Share section of Bronze Arts Award. The experience significantly boosted the student’s confidence and inspired him to consider music production as a possible career.

Moments like this remind me how important it is to allow projects to develop organically. While I can guide and support the process, the most meaningful learning often emerges from the students’ own ideas.

Capturing evidence in ways that remove barriers 

Another reason Arts Award works well in alternative provision is the flexibility around collecting evidence of arts achievements (a requirement for Part A). Many of my students experience challenges with literacy, including dyslexia, ​​or anxiety around writing. Because Arts Award allows evidence to be collected in multiple ways, written reflection does not become a barrier to achievement.

I support students to document their work through photographs, video recordings and audio reflections. Often reflective conversations happen naturally while students are working. I will ask them questions about what they are doing and why they made certain choices, and these reflections are included in their portfolio.

We also use Google Slides to build digital portfolios, which students can personalise with images, recordings and written comments if they feel comfortable doing so. This multimodal approach allows students to demonstrate their learning in ways that feel achievable and meaningful.

Bringing creative experiences and professional artists into learning  

I connect students with the wider arts world wherever possible (Bronze, Part B). We visit cultural venues such as the National Gallery and local museums, where students can explore different artistic styles and practices. These experiences help them see that creativity exists beyond the classroom and that their own work is part of a much wider artistic landscape.

We also invite visiting artists and musicians to deliver workshops. These sessions have included mural painting, spray art and music production. Working with practising creatives allows students to see potential career pathways and understand how creative practice develops in the real world.

Celebrating creativity and nurturing confidence  

Celebrating students’ work is an important part of the programme. Review evenings allow families and carers to explore digital portfolios, view artwork and listen to music created by the students.

At the end of the year we showcase creative outputs through video presentations and exhibitions. We have also recently launched a SoundCloud platform where students can share their music publicly. Being able to share their work with a wider audience often provides a huge boost to their confidence.

Impact and progression  

In my experience, creative sessions often lead to improved attendance and engagement with school. Students who may struggle in traditional lessons are more likely to participate when they feel connected to the work they are doing.

One reason is that Arts Award supports the development of important transferable skills. Students build collaboration, communication and leadership skills alongside their creative practice.

The qualification can be added to student CVs and helps highlight these wider skills and achievements. Some learners go on to pursue further study in art or music, while others continue creative projects independently after leaving Youth Works. In every case, I see Arts Award helping students rebuild confidence and rediscover their sense of possibility.

Advice for alternative provision settings     

For other alternative provision settings considering Arts Award, my advice would be to start with the students and focus on their interests and cultural influences, as this naturally encourages their engagement.

Prioritise the creative process rather than the finished outcome. Some of the most valuable learning happens through experimentation and reflection. Always use language that removes barriers to participation and create an environment where students feel comfortable and supported. Be flexible in how evidence is captured. Photos, videos and voice notes can often communicate learning more effectively than written work alone.

Finally, celebrate every single milestone. Recognising students’ progress, no matter how small it may seem, can have a powerful impact on their confidence and motivation.

For me, the greatest strength of Arts Award in alternative provision is its flexibility. When students are given the freedom to explore creativity in ways that feel meaningful to them, they begin to reconnect with learning and see new possibilities for themselves.