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Spotlight: Creative Apprenticeships

Meet the apprentices helping Berwick Shine

 

Two local young people joined The Maltings (Berwick) Trust in October 2024 as Level 3 Events Assistant Apprentices through Berwick Shines, the Living Barracks Cultural Engagement Programme funded by the Cultural Development Fund.

Although they came to the programme from very different backgrounds, Georgia Curry and Nathan Hood both achieved a Distinction in their apprenticeships and have since been shortlisted in the Advanced Apprenticeship category at the North East Apprenticeship Awards. Their success reflects not only their own dedication and hard work, but also the impact that high-quality apprenticeship opportunities can have in developing talent within the cultural sector.

We spoke to Georgia and Nathan about their apprenticeship journeys, the skills they developed, and what they’ve gained from the experience.

Georgia’s Story

01

Georgia Curry

Georgia, 20, lives just outside Warkworth with her family. She attended Westfield School in Newcastle, where she studied A Levels in Geography, English Literature, English Language and Sports Leadership.

02

Why did you decide to do an apprenticeship?

“I went to a small school and absolutely loved it, so I was quite sad when it came to an end. When I got my results, I wasn’t sure what to do next. A lot of my friends were heading off to university, but I didn’t want to go simply because everyone else was doing it. I wanted to be certain it was the right path for me.

When I saw the Events Assistant Apprenticeship with The Maltings, I was really excited because I could immediately picture myself doing the job. It was creative, people-focused and something I knew I would enjoy. I love chatting to people and events seemed to be the perfect fit! I’d never even visited Berwick until the day of my interview, but the team made me feel welcome straight away and I knew it was somewhere I wanted to work.”

03

What did the apprenticeship involve?

“The apprenticeship involved spending three days each week working with the Events Team at The Maltings and one day studying at Gateshead College. I was already used to commuting to Newcastle for school, so travelling wasn’t a problem, and it was a huge help that transport costs were covered through the apprenticeship funding. Throughout the apprenticeship, I was offered opportunities through college to practice the skills I’d learnt by working on events at the Baltic and Wylam Brewery. I also worked on The Spring Dinner and House Party at Beamish Hall for the North East Chamber of Commerce, which is a great addition to the CV!

I started work at The Maltings by supporting Berwick Shines projects, accompanying the Engagement Manager into schools and helping to deliver artist-led workshops, which I really enjoyed. Alongside that, I carried out research and administrative tasks, such as identifying local school contacts or sourcing venues. At first some of this felt daunting, but I was supported every step of the way. My first big event was Berwick Parade, which I loved, and I worked with schools on the Salmon Lantern project. Recently I’ve been working with Martha Ellis, resident artist at Berwick Academy, going into school and supporting with workshops.

Over the past 18 months I’ve worked on some fantastic projects with Berwick Shines and eventually progressed to helping run the pop-up venue on Hide Hill. I’ve delivered community workshops, family drop-in sessions and filming activities there. It’s incredible to think how much I’ve learned. When I first started, I was observing other people deliver creative workshops in schools. Eighteen months later, I’m leading them myself.”

04

What challenges did you have to overcome?

“The biggest challenge initially was college. I’d come from a small school with a real family atmosphere, and Gateshead College felt enormous by comparison. It was quite overwhelming at first, but I stuck with it and after a few months I realised I’d settled in and was really enjoying it.

Towards the end of the apprenticeship, balancing a busy workload with college assignments was challenging too. I also get nervous about exams, so the final professional discussion assessment felt terrifying. Once it started, though, I settled into it and it actually went really well.”

05

What did you find most rewarding?

“Looking back and seeing how far I’ve come has been the most rewarding part. As part of my assessment, I planned and delivered a community water-marbling workshop independently. That meant managing the budget, completing risk assessments, planning the marketing and facilitating the event itself. I think this was a big moment for me as it proved I was capable of doing the work independently.

When I started, I was quite shy and often doubted myself. I never imagined I’d be able to do some of the things I’ve done over the past 18 months. Now I know I can do them because I’ve already done them. Having senior managers trust me to deliver community workshops independently has been a huge confidence boost and has really helped me believe in my own abilities.”

06

What would you say to other people considering an apprenticeship?

“I’d recommend an apprenticeship without hesitation. Some of my friends went to university and that’s absolutely the right choice for many people, but for me, learning by doing was the perfect fit.

I also wanted to become independent, earn my own money and gain real-world experience. The apprenticeship allowed me to do all of those things. I’ve also learned the fundamental routines and responsibilities that come with working life, which has given me a lot of confidence.

Many of my friends are now finishing university and starting their job searches, while I already have significant experience and practical skills that I can take into future roles.”

07

What’s next for you?

“After completing the apprenticeship, my contract was extended, which was fantastic. As the programme is now coming to an end, several of us are moving on to new opportunities.

I’ve got a few holidays planned and will be working over the summer at Morwick Dairy in an Assistant Manager role, including supporting wedding enquiries. Longer term, I’m keeping an open mind. The apprenticeship has given me a wide range of transferable skills, and I’ve discovered that I really enjoy working with young people and delivering creative workshops, so that’s definitely something I’d like to explore further.”

Nathan’s Story

01

Nathan Hood, 32, lives in Berwick. He studied History at the University of Edinburgh before spending a further ten years in academia, completing a Masters degree and later achieving a PhD.

02

Why did you decide to do an apprenticeship?

“I spent ten years studying History at the University of Edinburgh, completing my PhD and later lecturing there. During that time, I began running historical tours of Arthur’s Seat and realised how much I enjoyed engaging people with history in creative ways.

I knew I wanted to move into the culture and heritage sector, but I didn’t have any direct experience, so I wasn’t sure where to start. When I saw the Events Assistant Apprenticeship with The Maltings Trust, I thought it could be a great opportunity to gain experience and open the door to a career in the field.

Initially, I worried that my age and academic background might count against me. There’s often a perception that apprenticeships are only for school leavers, so I was delighted when I was offered the role.”

03

What did the apprenticeship involve?

“I spent three days a week working for The Maltings Trust in Berwick and one day studying at Gateshead College. Georgia and I were the only apprentices working in the arts and cultural sector, which made for some interesting discussions and different perspectives. The college modules covered a broad range of business skills that I hadn’t encountered in academia, including topics such as organisational structures, managing change and project delivery.

At The Maltings, no two days were the same. My work included researching venues, liaising with artists, writing marketing materials and risk assessments, stewarding events and taking responsibility for different aspects of project delivery.

One project I particularly enjoyed was ‘Her Extraordinary Colours’ with artist Beth J Ross. Beth worked with local women to design and create a series of flags celebrating Berwick women’s history. My role included researching flagpole locations across the town, contacting owners and arranging permissions to display the artwork. If you need to find a flagpole in Berwick, I’m your man! One of our successes was securing some unusual locations for the flags, including one displayed on a boat running trips along the River Tweed.

I also helped develop a digital trail using the Action Bound app, allowing visitors to locate the flags and unlock audio and written content explaining the stories behind them. As my apprenticeship progressed, I became increasingly involved in planning and delivering artist commissions as part of the Berwick Shines programme.”

04

What challenges did you have to overcome?

“One of the biggest adjustments was moving from academic work, which is often very independent, into a role that relied heavily on teamwork and communication.

I was used to working on my own projects, so adapting to collaborative working practices took some time. Even simple things, like keeping colleagues copied into emails and making sure everyone had the information they needed, were new habits to develop.

What was valuable about being an apprentice was that there were regular opportunities for feedback and reflection. I learned that small changes in communication and organisation can make a significant difference to the success of a project.”

05

What did you find most rewarding?

“The most rewarding part was seeing people connect with Berwick’s history and culture, particularly those who hadn’t engaged with it before. Sharing history with others is what first inspired me to move into this field, so it was incredibly satisfying to see that happen through the projects we delivered.

Some people attended a single event and then became so involved that they came along to almost everything we offered. Berwick has such a rich and fascinating history, and I felt proud to play a part in helping people discover it.

One experience that particularly stands out was arranging transport for a participant with mobility issues so she could attend events. Seeing how much she gained from being involved was hugely rewarding and a reminder of how important it is to make cultural activities as accessible as possible.”

06

What would you say to other people considering an apprenticeship?

“I would absolutely recommend an apprenticeship. They’re an excellent way of bridging the gap between education and employment, allowing you to gain practical experience while continuing to learn.

I also think it’s important for people to realise that apprenticeships aren’t just for school leavers. Whether you’ve been to university, already have a degree, or are looking to change career direction, an apprenticeship can be a fantastic way to develop new skills and gain experience in a different field.

I’d also encourage people to think carefully about the organisation they choose. The Maltings Trust was a brilliant place to complete an apprenticeship because of the people. Some of our classmates were working within huge organisations running large apprenticeship programmes, whereas we benefited from close support and mentorship from colleagues who were genuinely passionate about sharing their knowledge and experience. That made a huge difference to what we were able to learn.”

07

What’s next for you?

“After completing my apprenticeship in December 2025, I was delighted to secure a role as Community Engagement Assistant for The Living Barracks project.

My work now includes supporting the development of the new art gallery, recruiting and coordinating volunteers, and helping to connect local communities with the project. It’s fantastic to be combining my passion for history with cultural engagement, and I’m excited to see how both The Living Barracks and The Maltings continue to evolve over the coming years.”

Inspiring a New Generation of Inventors in the North East

The Project

 

To mark the 200th Anniversary of The Lit & Phil Library in Newcastle, Little Inventors invited children from Newcastle schools to come up with invention ideas inspired by the library’s book collections. Funded through The Reece Foundation, this pilot school engagement programme saw children take on an almighty challenge: how to help wildlife thrive in their busy city. From over 100 ideas generated, three were brought to life by professional makers and exhibited at the Lit & Phil for all to enjoy.

Timeline

Summer Term 2025

Project Partners

The Lit & Phil
Little Inventors
The Reece Foundation

Schools Involved

  • Gosforth East Middle School
  • St Paul’s C of E Primary School

Key Goals

  • To nurture children’s creative confidence and problem-solving skills
  • To practice literacy, drawing and making skills in a fun-filled, cross-curricular environment
  • To grow pupil’s knowledge of city planning and the impact of urbanisation on wildlife
  • To grow awareness of the Lit & Phil as a place of invention, imagination and public creativity – past, present and future, across the North East.

The Inspiration

In May 2025, the Lit & Phil hosted four inspiring workshops in its learning space, with over 100 children participating. Taking inspiration from books on display and a presentation bringing the collections to life, children were invited to draw their own invention ideas, before prototyping them using cardboard and recycled materials.

Participating children designed and prototyped incredibly innovative concepts such as multi-species habitat streetlamps, innovative safe animal crossings, floating islands for seals, and reimagined green cityscapes.

The three winning ideas were brought to life by professional makers from the region, contributing to the local creative economy and presenting the children with creative career pathways. Two of them met their designers on a zoom call to provide further information about their concepts, whilst another one participated in a studio visit and contributed directly to the making of parts of her idea.

Following this successful pilot project, Little Inventors has secured funding from The Reece Foundation for a three year programme to enable outreach to continue across Northumberland and the wider North East. To find out more about the 2026 project, please click here: Little Inventors 2026 Project

Photo – Winning inventor Ethan, aged 9,with his Decision Hat, which was brought to life by Sunderland Maker, Carl Gregg.

Outcomes

01

Inspiring children to solve problems through creative thinking

Over 100 children participated, creating an invention drawing and then building cardboard prototypes of their ideas, which was a hands on way for them to be creative and think about how their design might work in reality.

02

Experiencing Cross-Curricular Learning

Teachers praised the quality of the workshops and their cross-curricular approach to learning, merging History, Natural Sciences, Design and Technology with Art.

03

Raising awareness of an historic organisation

The children enjoyed the opportunity to think laterally and creatively about a contemporary challenge in an exciting historic setting. Many of the pupils had never visited the Lit & Phil before and were keen to share this with their families for potential future visits.

04

Future Development

Following the success of this pilot programme, a further three years of engagement has been funded by the Reece Foundation.  In the next academic year, Little Inventors will be working with Northumberland schools and will be taking part in outreach sessions across the North East.

Impact

“I love being a part of Little Inventors. And when I seen it getting (brought) to life, when I went to school and went on the Zoom call, I couldn’t believe it because I didn’t know that item was actually getting made.”

Ethan, age 9, Inventor of the Decision Hat

“It’s important to give children a platform to think creatively because children have got such an imagination that as adults, we forget. Ethan’s more confident (after participation). He’s coming up with even more things and trying to make the world a better place.”

Chris, Father of winning inventor, Ethan.

“One of the most important things for little inventors is to encourage and support self-confidence. Self-confidence is so important for people to be able to say – “Look, I’ve got an idea.” – and to show it in public.”

Dominic Wilcox, Chief Inventor at Little Inventors

“Bringing Ivy’s invention to life was really, really lovely. The idea itself was really great and the drawing was really clear as to what we needed to make. And we also invited Ivy to come and see the workshop space. So, it was great to get her to come in and help us do a little bit of the model making on the piece. This has been such a lovely event from the making of the invention to this event today, seeing the young people celebrated in such a positive way with all of their fantastic ideas.“

Chloe Rodham, local maker and 3D animator

“Thanks so much for everything. Ivy was over the moon when I showed her the final film.”

Mike Yeoman, Head of Year 7, Gosforth East Middle School

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VE Day 80th Celebrations Tea Dance workshops with schools around Berwick

Over 200 school pupils from Berwick-upon-Tweed collaborated with creatives and subject experts to explore WWII and the significance of VE Day through two interactive workshops. The first, an in-school session, focused on life during the war both at home and abroad. The second, a Tea Dance workshop held at The Gymnasium Gallery, brought history to life through movement, as pupils learned two classic 1930s dances. This engaging approach not only commemorated the 80th anniversary of VE Day but also reinforced classroom learning in a dynamic and memorable way.

Timeline

April 2025- May 2025

Project Partners

Artists

Oli Brooks – Dance Artist and Choreographer

Organisations

The Maltings (Berwick) Trust
Berwick Record Office
King’s Own Scottish Borderers Museum

Schools Involved

  • Allendale Primary School
  • Scremerston School
  • Berwick Middle School
  • Tweedmouth West First School
  • St Mary’s First School (Berwick)
  • Holy Trinity C of E First School
  • Spittal Community First School
  • St Mary’s First School (Norham)
  • St Cuthbert’s First School
  • The Grove SEND School
  • Tweedmouth Prior Park First School

Key Goals

  • To increase pupils’ understanding of WWII history
  • To celebrate VE Day 80th Anniversary in an engaging and interactive manner
  • To build stronger connections between schools and local artists
  • To allow pupils to have an opportunity to be creative with movement

The Maltings (Berwick) Trust’s creative engagement team delivered a series of workshops through April to May, working alongside Living Barracks Partners Berwick Archivist, Linda Bankier and King’s Own Scottish Borderers’ Veteran, Education and Outreach Officer, Peter McCutcheon.

The Dance workshops were delivered by West End performer Oli Brooks, and the team engaged with 10 local schools in a participatory workshop programme to commemorate VE Day 80th anniversary and inspire learning about WWII. The workshops were adapted towards the level of ability, and included pupils with additional support needs, ranging through the different year groups resulting in each class receiving a tailored educational experience. Despite initial time constraints, the collaboration was highly successful and led to pupils learning and engaging in with topic and with dance in a practical and interactive manner.

Outcomes

01

Over 210 pupils participated in the VE Day workshops

02

Increased student confidence in discussing topics relating to WWII

03

Strengthened links between the schools and local artists

04

Over 210 pupils learned a new skill of tea dancing

Impact

“This has genuinely been one of the best projects I’ve had the pleasure of being part of, and we’re so grateful for the chance to take part”

Year 4 Teacher

“Their passion shone through in every aspect, and the objects they brought in for the children to explore really brought the topic to life”

Year 4 Teacher

“We thought the workshop and dance was a great balance of allowing the children to see what it was like during the war and why VE Day was such a big celebration”

Year 4 Teacher

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Students make Berwick Shine

Five schools in Berwick upon Tweed worked with artist Martha Ellis and The Maltings (Berwick) Trust to create a shoal of willow salmon lanterns that lit up the town over winter.

Inspired by the medieval tradition of lanterns in the town detailed in historic documents in the archives as far back as 1604, and the tradition of salmon fishing on the River Tweed, the project combined history, heritage and creativity with opportunities for showcasing lanterns across the town to light up Berwick during the winter months.

Funding for the project was provided by Arts Council England, through the UK Government’s Cultural Development Fund.

Timeline

November 2024 – January 2025

Project Partners

Artists

Martha Ellis

Organisations

The Maltings (Berwick) Trust
Berwick Record Office
King’s Own Scottish Borderers Museum
English Heritage

Schools Involved

  • Tweedmouth Prior Park First School
  • Berwick Academy
  • St Cuthbert’s RC First School
  • Tweedmouth Community Middle School
  • The Grove SEND School

Key Goals

  • To increase pupils’ understanding of local heritage and history
  • To allow pupils to explore technical 3D construction at scale
  • To build on teamwork within the school setting
  • To build stronger connections between schools, artists and community
  • To showcase creative outputs across the town

The Inspiration

The project emerged from an artist call-out for The Living Barracks project, a multi-partner programme to restore and redevelop Berwick Barracks including a cultural development strand of artist-led residencies and commissions which is produced by The Maltings (Berwick) Trust. The proposal from Martha Ellis combined large scale sculptural techniques with visible and inspiring outcome.

The project took place across 5 different schools from Year 4 to Year 12 pupils.  The artist adapted workshop methods to the level of ability some classes worked in teams to make one lantern, older pupils worked on individual pieces and pupils with additional needs focused on sensory elements to build collaborative lanterns.

 

Outcomes

01

Pupil Participation

98 pupils across 5 schools participated in workshops and created a total of 37 large salmon lanterns

02

Strengthening links in the community

The project strengthened existing links and created new links with schools and teachers and created new links with local businesses who hosted lanterns over the Christmas period complete with an interactive town trail

03

Building new traditions in Berwick

Lanterns were carried by school pupils in a community lantern procession to mark the switching on of the town’s Christmas lights. There are now plans for an annual lantern procession at Christmas and the lanterns are planned to be used for more community gala events

Impact

‘Our children were inspired by the hands-on experience and loved every second of it!’

Year 4 Teacher

‘The pupils loved being part of the lantern procession and the Christmas light switch-on – thank you!’

Year 6 Teacher

‘I liked seeing the lanterns in the sports centre when I went swimming at the weekend’

Year 4 Pupil

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A Co-Creation Project with schools to learn about working class histories in West Northumberland

Queen’s Hall Arts were successful in securing an Everyday Heritage grant from Historic England alongside additional funding from Ray Wind Funds to work with 12 of the schools in the Haydon Bridge Partnership on a project called Beneath Our Feet.

The aim of Beneath Our Feet was for children to co-create art about the working-class lives of people involved in the heavy industries of West Northumberland. We wanted to involve pupils and teachers in researching and creating artworks relating to the historical heavy industries that are no longer visible in those areas. We involved the schools in the artist recruitment to ensure that the whole project was co-created by the participants.

Timeline

April – November 2023

Project Partners

Artists

Calum Howard, Robin Webb, Becky May and Zoe Connell.

Project Coordinator

Debbie Beeks

Schools Involved

  • Allendale Primary School
  • Bellingham Primary School
  • Bellingham Middle School
  • Greenhaugh Primary School
  • Greenhead CofE Primary School
  • Henshaw CofE Primary School
  • Kielder Primary School
  • Newbrough Primary School
  • Otterburn Primary School
  • Shaftoe Trust Academy
  • Wark CofE Primary School
  • Whitfield CofE Primary School

Key Goals

  • For children and young people to explore and know the working-class heritage of our rural landscape, specifically the historical heavy industries
  • Children to have a deeper connection and sense of pride of their local heritage
  • Teachers and students to gain experience in recruiting and working with professional artists
  • Queen’s Hall Arts to trial an approach to co-creating an arts and heritage project across multiple schools
  • To engage parents and the wider community in the project

The Inspiration

Children and teachers chose four artists to collaborate with to unearth stories linked to the mining and quarrying heritage of the area, including lead, coal and mineral mines. They explored the everyday lives of the workers and their families, as well as the impact of the industry on the region and beyond.

Each school researched the historically heavy industries in their area to find out about the people who worked there. In the first sessions, the children shared their research with the artist, and then through discussion, drawing, singing and drama workshops, the pupils began to co-create their artworks.

The project came about after a local Headteacher told us that the children in her school called the pit head wheel in their village ‘the bicycle wheel’.  She said “Few of the pupils have any understanding of mining.  It is the only visible relic of a local history that is disappearing rapidly.”

Outcomes

01

Co-creation as a working model

Beneath Our Feet was an action-research project to try a new way of working with schools using co-creation as a focus, where pupils and teachers help to shape the project from the beginning. Queen’s Hall Arts plan to use this model of working in our future projects with schools.

02

Collaborative learning

318 children took part directly in co-creating the project, the heritage research and the co-creation of art works.

03

Engaging the local community

12 schools held celebration assemblies to showcase the films about the project and the digital artworks with families and community guests e.g., local historians, ex-miners.

04

Continuing professional partnerships

One of the artist’s continued to work with one school as a result of the project.

05

Taking pride in our heritage

An exhibition of work took place at Queen’s Hall Arts Centre. This had an estimated footfall of 5000 visitors and very positive feedback.

Impact

“We loved taking part in the project. We aim to give our children a clear sense of their place in their community and the history that has shaped it. The children absolutely loved the workshops and were over the moon that so many members of the community came to our assembly where we played their audio recording for the first time. Our pupils have taken so much away from the project, both personally and academically.”

Headteacher, Kielder Primary School

“Our children entered their film into the village show and the judges were so impressed that they gave them a special prize of £50! It has been very well received so huge thanks to all involved.”

Headteacher, Newbrough Primary School

“Usually, the teachers tell us what is happening but with this project we told them.”

Year 6 pupil, Kielder Primary School

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MELVA: Children’s Wellbeing and Mental Health Education Through Storytelling

With the support of the North of Tyne Combined Authority, theatre and creative learning charity Mortal Fools made their award-winning, creative mental health programme, MELVA, available free of charge to over 50 local primary schools.

Through the MELVA programme, children engage with a range of different art forms and storytelling devices – including short animations and digital theatre – which explore mental health and wellbeing topics in an accessible, child-friendly way. These are accompanied by practical and creative activities designed to help children cultivate positive wellbeing habits and self-management techniques.

Timeline

September 2023 – July 2024

Project Partners

Creators and Producers

Mortal Fools

Collaborators

Danielle Slade – Playwright
Vida Creative – Web Developers

Key Goals

  • To increase pupils’ understanding of mental health and wellbeing through creative storytelling
  • To teach pupils practical self-management techniques
  • To improve teachers’ confidence in addressing mental health topics in school

The Inspiration

The MELVA programme began life as a children’s theatre show in Christmas 2017, telling the story of nearly-11-year-old, Melva Mapletree, as she navigates her struggles with anxiety and bereavement (or ‘worrits’ as they’re known in her world). The play was developed in consultation with children, who helped shape the character and story at every stage. Following its initial success, the play was developed into a regional schools’ tour with wraparound activities, visiting 28 North East primary schools. When the pandemic hit, Mortal Fools acted fast to transform this live programme into a fully digital resource, and today, it is used by over 100 schools and reaches 1000s of children every year.

Outcomes

01

Increased reach to children in the North East

Over 3,000 children participated in the MELVA digital programme between September 2023 – July 2024.

02

Improving knowledge and understanding

Evaluation received from a sample of schools demonstrated a 94% improvement in pupils’ understanding of mental health and wellbeing topics, and a 99% increase in their knowledge of practical self-management techniques (as rated by teachers).

03

Improving children’s wellbeing

Wellbeing was measured using the integrated PERMATM Framework for mental wellbeing, with every PERMATM pillar being rated highly by children in over 60% of MELVA sessions (most notably Positive Emotion, rated highly in 81% of sessions).

04

Empowering Teachers

Teachers reported increased confidence in addressing mental health topics in school and a greater awareness of children’s anxieties, with some describing the accompanying CPD training as ‘transformational’.

05

Providing sustainable strategies in schools

In academic year 24/25, North East Combined Authority renewed and expanded their funding offer to over 100 schools, with 81% of the existing school partners choosing to continue using MELVA.

Impact

“I really enjoyed doing MELVA and getting to know all of the characters. It helped me to recognise my emotions and understand my feelings.”

Pupil, Year 6

“The sessions are fun because there are so many different activities to do. I think all children should get the chance to do MELVA.”

Pupil, Year 6

“The programme is fun, so it’s taken away the fear of dealing with these topics. It’s empowered staff to deal with difficult subjects and know that they are doing it right.”

Teacher, Year 3

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Funding Partners