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Creative Pathways in Sixth Form: Turning Talent Into Destinations

By Martin Nugent • 2019-06-26

Rigour and relevance can coexist when pathways connect to real industries.

Case Study • Creative Pathways in Sixth Form: Turning Talent Into Destinations

A sixth form wanted better destinations for creative and technical students. We designed pathways that combined performance, production and enterprise with a clear academic core.

Students worked on live briefs with local organisations, built portfolios and wrote reflective commentary. Careers guidance was embedded using the Gatsby Benchmarks. UCAS applications showcased artefacts and critical writing.

Assessment was standardised with exemplars and shared moderation. English and maths skills were rehearsed in context through proposals, budgets and critiques.

Confidence and attendance improved. A previously quiet student secured a place at a respected conservatoire after leading a choreography analysis in her EPQ. Employers praised the professionalism of student work.

Destinations rose and the sixth form's reputation grew. Recruitment improved as families saw clear value in creative routes with rigour.

Why it works: encounters with employers and experiences of workplaces, as set out by the Gatsby Benchmarks, strengthen progression, motivation and attainment.

Context

This work began with a clear problem of practice and a simple test: could we see visible change in classrooms within two weeks? We focused on routines that staff could implement reliably and we removed anything that did not serve teaching time.

What we changed

  • Clear non‑negotiables: we set a small number of behaviours and rehearsed them with staff until they became ordinary.
  • Coaching not courses: short cycles tied to live units, with leaders visiting briefly and often.
  • Evidence we would actually use: pupil work, short pulses and calm pacing in lessons.

Human moments

There were small turning points that mattered. A parent at the gate who needed clarity more than language. A new colleague who practised the opening five minutes of a lesson twice with a mentor and walked in confident the next day. These moments turned strategy into culture.

Impact

  • More consistent routines reduced lost learning time.
  • Curriculum conversations became specific and useful.
  • Pupil work showed clearer modelling and better independent practice.

Why this works

Approaches that combine clarity, coaching and aligned assessment are associated with stronger outcomes in UK and international settings. They help teachers do fewer things well and sustain improvement over time.

Lessons for leaders and investors

  • Start with destinations, then design pathways: university, technical routes, creative industries and apprenticeships.
  • Invest in careers guidance and partnerships with employers and universities, with destination tracking that is honest and routine.
  • Protect time for enrichment that matters: mentoring, portfolios, exhibitions, performance and supervised independent study.
  • Budget for specialist staffing and facilities that match the offer, including studios, technology and performance space.
  • Strengthen pastoral and safeguarding for older students, including attendance, wellbeing and post-16 progression support.

Sources and further reading

Selected links to expand on the themes in this article.