Art and Design in Primary Schools: KS1 and KS2 Curriculum Resources Guide

Why is art and design important in primary schools?

Art and Design is a statutory subject within the primary curriculum, helping pupils develop creativity, technical skills and cultural understanding. The DfE Art and Design National Curriculum requires children to produce creative work, become proficient in a range of artistic techniques and learn about great artists, craft makers and designers. Choosing the right resources helps schools deliver these requirements effectively while supporting progression from Key Stage 1 through to Key Stage 2.

Art is sometimes viewed as a creative enrichment subject. The reality is far more significant.

The DfE Art and Design National Curriculum positions art as a subject that develops creativity, critical thinking, technical skills and cultural awareness. It provides opportunities for pupils to communicate ideas, solve problems and explore the world around them through visual expression.

Ofsted's Art Subject Report also highlights the importance of a well-sequenced curriculum that allows pupils to build knowledge, skills and confidence over time.

Across the schools supported by GLS, the strongest art provision is rarely built around individual projects. Instead, it focuses on progression, ensuring pupils revisit techniques, materials and artistic concepts throughout their primary education. The most effective resources are those that support this long-term development rather than isolated activities.

What does the primary art and design curriculum require pupils to learn?

The National Curriculum focuses on three broad areas:

• Producing creative work
• Developing proficiency in artistic techniques
• Evaluating and understanding art

Pupils are expected to work with a range of materials, develop drawing, painting and sculpture skills, and learn about artists from different periods and cultures.

Importantly, art is not simply about creating finished pieces. It is about learning processes, experimenting with ideas and understanding how artists communicate meaning.

One of the most common misconceptions GLS encounters is the belief that art resources exist to create displays. While displays have value, curriculum resources should primarily support learning, experimentation and skill development. That distinction often shapes how schools approach resource planning.

What resources do Key Stage 1 pupils need for art and design?

In Key Stage 1, pupils begin developing fundamental artistic skills. The curriculum requires children to use a range of materials creatively and explore colour, pattern, texture, line, shape, form and space. This means resources need to encourage exploration rather than precision.

Commonly used resources include:

• Paint and paint brushes
• Wax crayons
• Colouring pencils
• Felt tip pens
• Sketchbooks
• Collage materials
• Sugar paper
• Coloured card
• Modelling materials

Across many schools supported by GLS, Key Stage 1 art provision focuses on helping pupils become confident users of materials before expecting technical mastery. Children need opportunities to experiment. The resources should make this possible.

How do art resource requirements change in Key Stage 2?

As pupils move into Key Stage 2, expectations increase. Children are expected to improve mastery of techniques and develop greater control over the materials they use. This often requires resources that support more detailed work and sustained projects.

Examples include:

• Higher-quality sketchbooks
• Watercolour materials
• Air dry clay
• Printing resources
• Mixed-media materials
• Fine-detail drawing tools
• Sculpture resources

One trend GLS has observed across primary schools is the growing use of sketchbooks as working journals rather than simple drawing books. This aligns strongly with curriculum expectations because it allows pupils to record observations, refine ideas and evaluate their artistic development over time.

Why are sketchbooks so important in the art curriculum?

Few resources support progression as effectively as sketchbooks. The National Curriculum expects pupils to record observations, review ideas and develop techniques. Sketchbooks provide a dedicated space for this process.

Across the schools supported by GLS, art leaders increasingly view sketchbooks as one of the most valuable resources in the subject because they show learning rather than simply outcomes.

A completed sketchbook often reveals:

• Creative development
• Experimentation
• Reflection
• Technical improvement
• Artistic confidence

Finished artwork tells part of the story. Sketchbooks often tell the whole story.

How can schools teach drawing effectively?

Drawing remains the foundation of much primary art education. Yet it is sometimes overlooked in favour of larger projects or display-focused activities. The Ofsted Art Subject Report highlights the importance of helping pupils build drawing knowledge and skills progressively. This requires access to appropriate resources and regular opportunities to practise.

Common drawing resources include:

• Graphite pencils
• Colouring pencils
• Charcoal
• Sketchbooks
• Fine liners

One observation GLS regularly makes is that schools often see the greatest improvement in artistic confidence when drawing becomes a routine part of the curriculum rather than an occasional activity. Like handwriting or reading, artistic skills develop through regular practice.

What role does sculpture play in primary art?

Sculpture is a statutory part of the curriculum but is sometimes given less attention than drawing and painting. This is often due to perceived resource or storage challenges. However, sculpture provides opportunities for pupils to develop spatial awareness, problem-solving skills, fine motor control, and design thinking.

Resources such as air dry clay allow schools to deliver sculpture projects without specialist facilities. Across many schools supported by GLS, sculpture projects are increasingly linked to history, geography and design technology topics, helping maximise both curriculum time and resource value.

How can schools create a well-sequenced art curriculum?

One of the key messages within Ofsted's Art Subject Report is that progression matters. Children should not simply repeat similar activities each year. Instead, they should build knowledge and skills over time. This means resource planning should support progression.

Schools often achieve this by ensuring pupils revisit drawing, painting, sculpture, printing, collage, and artist studies with increasing sophistication as they move through the school.

Across the wider Findel family, there is growing recognition that resource selection should be driven by curriculum intent rather than convenience. The strongest art provision begins with learning objectives and then selects resources that help achieve them.

How can schools balance creativity with budget pressures?

Art budgets face many of the same pressures as other curriculum areas. However, effective provision is not necessarily about purchasing more resources. It is about purchasing resources that work harder.

One lesson GLS frequently shares with schools is that versatile resources often provide the strongest long-term value. A sketchbook can support an entire year of learning. Air dry clay can be used across art, history and geography. Coloured card can support displays, modelling and creative projects. The schools that achieve the best value often focus on flexibility and curriculum relevance rather than individual products.

What do the strongest primary art departments have in common?

They are not necessarily the schools with the biggest budgets. They are the schools with the clearest curriculum vision.

Strong art provision tends to share several characteristics:

• Clear progression
• Regular opportunities to practise skills
• High-quality sketchbook use
• Exposure to artists and designers
• Thoughtful resource planning
• A balance between creativity and technical development

Most importantly, they view art as a subject where learning happens through exploration, experimentation and reflection. The finished piece matters. The creative journey matters more.