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19 Offers from Global Art Institutions
Ms Rebecca Dong
University Counsellor/ELA Teacher
As the 2025 university application season draws to a close, our pupils have secured a remarkable 19 offers from prestigious institutions including the University of the Arts London (4), the University of Edinburgh (2), the Glasgow School of Art (2) and Goldsmiths, University of London (1). These offers represent far more than academic achievement—they embody artistic passion, interdisciplinary exploration, and the power of collaboration between pupils, teachers and families.
For families navigating arts applications, five key questions consistently arise:
1
Can a pupil with no prior training, starting art courses systematically in Year 11, remain competitive?
2
Are external portfolio tutoring agencies essential for applications?
3
Can an A-level art background be applied to cross-disciplinary fields like computer animation or product design?
4
What are the fundamental differences in admission criteria between comprehensive universities and specialised art institutions?
5
Beyond A-Level Art, what other high-quality resources does the school provide to expand pupils’ artistic appreciation and practical skills?
Let's explore these through the journeys of five remarkable pupils.
Jack's Transformation: From Shy Newcomer to UAL Candidate
"Art is not merely an imitation of reality, but a reconstruction and elevation of life’s essence." This profound statement, shared during Jack’s UAL interview, perfectly encapsulates his transformation from a public school background to thriving in an international education environment.
When Jack joined Wellington in Year 8, his English was hesitant, but under our diverse art education framework, he blossomed. From cross-disciplinary exploration in IGCSE (studying Art, Textiles, and DT simultaneously) to groundbreaking growth in A-Level—where he elevated life observations into artistic expressions—his journey was extraordinary. His artistic practice spanned competitions, exhibitions, poster designs, Mid-Autumn Festival installations, and props for Chinese drama performances. Notably, his festival-themed costumes won Best Design Award two years running, and his Mono-inspired headpiece and giant copper key showcased his innovative design thinking.
In Year 13, he designed commemorative cups, university fair postcards, and stamps infused with school culture. His oil painting, "Year 13 Boys’ Portrait," remains displayed on campus. Guided by mentors, his "Smart Food Expiry Indicator"—a clever solution to household food waste—embodied his philosophy of "art serving life."
Jack's design work
From a reserved transfer pupil to a confident pre-designer at his University of the Arts London interview, Jack discussed his career plans in fluent English and revealed his charm through humour and wit. This moment showcased the potential fostered by art education. Reflecting on his journey at a school assembly, he expressed emotionally, "I never imagined I would have the honour to stand here and share my works with everyone." His humble sincerity touched all the teachers who witnessed his growth.
Our ecosystem—where competitions, exhibitions and real-world briefs intersect—helps pupils translate ideas into impactful work.
Bella's design work for Orange House, received offer from University of the Arts London
Alina: Defying Stereotypes with Maths + Business + Art
Alina’s story defies stereotypes. Though set on Interaction Design, her A-Level choices—Maths, Business, and Art—were refreshingly diverse. "Like a bird’s wings," she explained, "this combination showcases my versatility and signals my potential to merge art with technology." Her school projects—from visual branding to app prototypes—earned her offers from UAL and Goldsmiths, University of London.
EPQ Topic: How social media affects the minds of young people?
Are basic interactive design courses necessary to apply for the major? Should A-Level photography be taken if you want to study photography at university?
Amy's design work from portfolio, received offer from the Glasgow School of Art
Before addressing these questions, consider Bruce Wu's journey, as a Class of 2024 graduate. Driven by his passion for video production, Bruce engaged in numerous visual design projects at Wellington, including book covers, college video editing showcases, and festival events. Mastering nearly ten design software tools, from Stop Motion Animation Factory to Adobe Premiere Pro, Bruce enriched his university application personal statement with his visual design journey. He received an offer from Bournemouth University in computer animation production, furthering his career ambitions.
There is no single path to pursuing an art dream. The key to success lies in following one's passion and courageously seeking artistic miracles! While meeting university course requirements, the school's versatile practical platform acts as a solid foundation for pupils to achieve their artistic dreams.
Collaborative Nurturing: A Support System That Delivers Dreams
Lloyd's application journey exemplifies cross-disciplinary collaboration and cooperative education. Faced with the challenge of direct admission to a fashion design degree amidst slow progress in November, art teachers Mr Batey and Ms Markovic recognised Lloyd's potential, Mr Mutwo refined application documents, Ms Li optimised his portfolio, and the guidance team restructured it to suit Kingston University's preferences. This comprehensive support system helped Lloyd, despite lacking an art foundation, secure an unconditional offer from Kingston University. This case underscores that quality art education is a group effort, comprising teachers, pupils, and parents.
Industry Trends Steering Artistic Voyages
Emma decided to pursue architectural design in junior high stage. Her A-Level choices included fine arts alongside physics and mathematics, adhering to professional requirements. With a cartoon-style drawing background, she developed the habit of recording design inspiration in a sketchbook, guided by UCL summer school and art teachers' systematic guidance. Her rich portfolio helped her stand out in fierce competition.
Emma's teacher, Mr Batey, praised her in his recommendation letter: " Emma is as comfortable generating rough ideas in a sketchbook as she is producing intricately detailed and well finished final pieces. It has been a pleasure teaching Emma over the past few years, a blend of superb technical skills, diligence and sense of humour make her a very fulfilling pupil to work with. "
Successful applications from our art pupils demonstrate differences in admission standards: comprehensive universities (like UCL) value academic achievements and language skills; specialised art institutions (like the University of the Arts London) prioritise artistic potential and innovation in portfolios.
CONGRATULATIONS
In this era where AI technology redefines art boundaries, Wellington College Tianjin adheres to the core of art education. As pupils interpret Eastern aesthetics through international language and balance fine art with practical design, the achievements of 19 offers tell a story of self-breakthrough, art legacy, and educational purpose.
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