Art
Art
Intent
At Guston Primary School, our Art curriculum is designed with the belief that art is far more than a set of technical skills. Our intent is to nurture creative thinking, encourage exploration, and help pupils learn through art, as well as about art. We aim to:
Foster Creative Confidence: Empower all pupils to see themselves as creative, confident individuals, capable of expressing ideas and emotions through a variety of artistic forms.
Promote Holistic Learning: Ensure that art connects pupils with their past, helps them embrace the present, and empowers them to shape their future.
Champion Relevance: Help pupils understand the relevance of art in their lives and the wider world, exploring the question, “Why do we teach art?” and “What is the purpose of art?”
Support Teacher Growth: Provide opportunities for teachers to develop their own confidence and expertise in teaching art, ensuring a high quality, enjoyable experience for all.
Encourage Inclusivity: Ensure every child feels entitled to develop their creativity, regardless of background or ability.
Implementation
Our curriculum is built around the AccessArt Primary Art Curriculum, which is knowledge-rich and experience-driven. We implement our intent through:
Flexible Pathways: Using diverse and adaptable pathways that combine pedagogy-based and activity-based resources, allowing teachers to tailor learning to their class needs.
Teacher Support: Offering comprehensive resources, ongoing CPD, and direct support to build teacher confidence and understanding.
Learning Journey: Emphasising the learning journey over prescribed outcomes, empowering both teachers and pupils to become confident creative decision-makers.
Balanced Knowledge: Integrating both declarative (factual) and experiential (practical) knowledge, with a focus on self-discovery and personal growth.
Diverse Artistic Exposure: Introducing pupils to a wide range of artists, designers, and craftspeople—both traditional and contemporary—from across the world, using curated “Talking Points.”
Assessment for Growth: Using gentle, ongoing assessment through conversation and reflection supported by “I Can…” statements to check understanding and celebrate progress.
Rhythmic Structure: Each pathway follows a rhythm—warm-up, artist study, activity, critique/reflection, and challenge—balancing repeated practice with new experiences, individual and collaborative work.
Continuous Evolution: Regularly updating and adapting pathways to suit the evolving needs and interests of our pupils and school community.
Impact
The impact of our Art curriculum is seen in:
Creative Growth: Pupils develop as creative, confident individuals with the skills and self-knowledge to express themselves artistically.
Progression and Achievement: Clear progression in both skills and understanding, as evidenced through ongoing assessment and pupil reflection.
Engaged Learners: Children who are enthusiastic about art, able to articulate their ideas, and eager to explore new media, techniques, and concepts.
Teacher Confidence: Staff who feel empowered and supported to deliver high-quality art lessons, contributing to a vibrant, creative school culture.
Inclusive Excellence: Every child, regardless of starting point, is given the opportunity to find their own voice and pathway in art.
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Local Art Opportunities |
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White Cliffs Country Arts, Crafts and Culture Links
https://www.turnercontemporary.org/
The Marlowe Theatre, Canterbury
And further afield: |
https://www.nationalgallery.org.uk/
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