Visual Arts Department (Primary & Secondary)


“Let whoever may have attained to so much as to have the power of drawing know that he holds a great treasure.”


We read, respond to and creatively use the visual language in our daily experiences. Learning art in school serves the purpose to develop curiosity, sensitivity and visual literacy, which enable students to observe and perceive the world with increased awareness. The creation of artworks and engagement in the process of art making encourage the development of creativity while engendering a sense of mindfulness.

At higher levels, the artistic journey is not only about acquisition of knowledge and mastering of skills, it is very much about building one's awareness of self and others, honing the mind and character building. In a future where the creative sector is seeing faster growth than any other sectors in developed countries, a study of Visual Arts serve students in good stead and sets them apart.



SISHK students are involved in a diverse art programme from Primary One. The Art Programme aims to equip students to better understand and engage with the world they live in. To realize the vision of a confident audience in school through Excellence in Visual Arts, the Primary Art curriculum aims to develop inquisitive and innovative citizens of the world, who respond visually to the various needs of a developmental continuum through enjoying Visual Arts with a keen awareness. Through a well-planned and implemented art programme and positive learning experiences, the desired student outcomes are that students would:

  • develop sensory awareness and imagination
  • develop visual inquiry skills to discover and explore their surroundings
  • acquire skills that enable them to describe and interpret artworks
  • create artworks to share their ideas, thoughts and feelings
  • cultivate a spirit of innovation and experimentation
  • understand and value from a variety of cultures and context
  • develop self-confidence and sense of achievement

SHoM referenced from Project Zero
SHoM referenced from Project Zero (co-founder David Perkins)

How do students learn in and through Art?
Learning in and through art provides development in the cognitive, affective and psychomotor dimensions. To enhance students' development in these dimensions, students are provided with opportunities to observe their environment, generate ideas, create artworks, discuss about art and value the role of art in their lives and society.

The art learning opportunities are structured under the framework of the Studio Habits of the Mind (SHoM) from Harvard's Project Zero that proffers eight dispositions (develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, understand community) artists use to develop creative and critical thinking that span across every discipline. 

Students also serve and bond with the community through their involvement in two CIP based projects separately in two levels in Primary 5 as well as Primary 6, with a key focus on intergenerational relationships. With elements of Design Thinking incorporated in these experiences, students acquire critical skills as they learn to develop empathy for others and awareness of needs, if not agents of change for a better world. Artful thinking is fundamental in improving their appreciation of the visual literacy in the daily environment.



Teacher Designation
Mr Danny TOH Subject Head Visual Arts (Sec)
Mr Anthony FRYER Visual Arts Teacher (Sec),
IGCSE Coordinator,
S3 Year Head
Mr Cory DESMOND Visual Arts Teacher (Sec),
Mr Erwin LIAN Visual Arts Teacher (Sec),
Ms SIM Audrey HOD Aesthetics (Pri)
Ms SZETO Shan Shan Visual Arts Teacher (Pri)
Mr Yvan DANSEREAU Visual Arts Teacher (Pri)


The SISHK Art programme offers a compulsory formal General Art curriculum takes reference from the revised 2018 Singapore's Art Syllabus for Primary One to Secondary Two. At Upper Secondary and Pre-University levels, SISHK offers the IGCSE Art and Design syllabus and IBDP Visual Arts respectively.

Primary General Art

The revised art syllabus provided three greater contexts where visual Art is a good vehicle for personal expression of thoughts and response. From Self and immediate environment, A country’s past, present and future to deeper discussion of issues in World and region around us, students developmentally design various visual expressions. In the various projects during the academic year, students are immersed in the various artistic processes such as materiality, inspiration, experimentation, emotion, imagination and presentation. With a developmental continuum in mind, Students learn to inquire during observations, innovate as they create, respond as they connect with the contexts or stimulus in focus.

Lower Secondary General Art
The Lower Secondary General Art curriculum reinforces students' learning in the Primary levels and prepares them to pursue Art as an elective at Upper Secondary and IBDP levels.

Students embark on a more academic study of the discipline by visiting the Elements of Art (EOA) and Principles of Design (POD) and various media through structured exercises and termly projects. Over the 2 years, students are exposed to a variety of different forms of Art. In addition, the creative process is emphasised on. Students are encouraged to not only master the basics in controlling a media, but also to think creatively and imaginatively.

Upper Secondary IGCSE Art & Design
Students who are curious about an education in the Visual Arts or passionate about the subject are encouraged to enroll in IGCSE Art & Design.

The curriculum begins with an emphasis on drawing as a means of expression and runs through the creative process as a means of thinking. It branches out to introduce the many disciplines nestled within Visual Arts: Painting, Illustration, Sculpting, Graphic Design, three-dimensional forms of Design, and Lens-Based Media.

The study culminates in a coursework which spans over six months and a time-based paper where S4 students have the opportunity to pursue their own interests and preferred discipline/media. Learning is individualized and students are encouraged to take initiative and direct their projects meaningfully. This class prepares students for the IBDP course.

IBDP Visual Arts
Students who have a strong passion for and enjoy studying in depth the different forms of Visual Arts are encouraged to enroll in IBDP Visual Arts. This course is highly recommended for students who are thinking of pursuing art at tertiary level. Career opportunities can range from traditional pathways such as graphic designer, architect, and art historian to contemporary pathways such as video game art director, digital matte artist, design journalist, art therapist, intellectual property attorney and many other emerging careers in a rapidly expanding creative sector.

The formal art curriculum brings students through the use of visual arts journal as a means to build a personal artistic practice. These practical components are complemented with art discourses, formal lessons in art writing and art history. The theoretical components serve to hone students' aesthetic awareness and cultural sensitivity. This enables them to reflect and evaluate their own work in relation to others.

The table below lists some of the modules covered:

Two-dimensional forms Three-dimensional forms Lens-based, electronic and screen based forms
Drawing: such as charcoal, pencil, ink

Painting: such as acrylic, oil, watercolour

Printmaking: such as relief, intaglio, planographic, chine collé, lino

Graphics: such as illustration and design
Sculpture: such as ceramics, found objects, wood, assemblage, paper mache

Designed objects: such as fashion, architectural, vessels

Site specific/ephemeral: such as land art, installation, mural

Textiles: such as fiber, weaving, printed fabric
Time-based and sequential art: such as animation, graphic novel, storyboard

Lens media: such as still, moving, montage

Digital/screen based: such as vector graphics, software generated


The purpose of art assessment is to provide students, teachers and parents with feedback.

For students, the feedback helps them to identify their strengths and areas for improvement. It reinforces their learning and encourages them to carry out independent learning. Feedback allows teachers to understand the progress of students' learning. It provides valuable information for teachers to review their lesson planning and implementation.

Parents may use the feedback to guide their children in the course of learning. The feedback is a source of information to understand their children's modes of learning and their learning attitudes.

Modes of assessment
The learning of Art may take many forms and Art assessments are often continuous and formative. The most appropriate assessment mode(s) will be adopted to evaluate students' performance and understanding of visual arts in context, visual arts methods, and communicating visual arts.

These can include:

  • Presentation, class discussion, written work
  • Research, sketches and idea development
  • Teacher-guided artworks and independent artworks
  • Art reviews and sketchbook checks
  • Graded exercises or assignments
  • Term projects artworks (individual / group)
  • Time-based observational drawing*
  • Coursework (4 weeks to a year)*
  • Portfolio of Studio Works*
  • Exhibition (individual/group) and Viva Voce*

 * These are conducted at Upper Secondary and IBDP levels only.

Level Frequency of internal assessment Major internal / external assessment
P1 – P2 Holistic Assessment descriptors per semester  
P3 – P4 Grades (A* - D) per semester  
P5 – P6 Grades (A* - D) per semester  
S1 – S2
  • Termly participation and assignment indicators
  • Marks per term
  • Grades (A* to U) to be awarded at end of each year
All S2 students wishing to opt for IGCSE Art & Design in Secondary 3 will be required to score B and above at the end of the year to qualify.
Students are also encouraged to speak with their art teacher if they are interested in opting for IGCSE Art & Design.
S3 – S4
  • Termly participation and assignment indicators
  • Marks per term
  • Grades (A* to U) to be awarded at end of each year
Students who have a strong passion for Art & Design may choose to study Art & Design at Upper secondary level. At the end of Secondary 4, they will be required to sit for the IGCSE Art & Design Examinations.
See for subject overview and latest syllabus.
DP1 – DP2
  • Termly participation and assignment indicators
  • Marks provided every term
  • IBDP grades (1 to 7) at end of each year
Students who are considering an in depth study of visual art forms or transitioning into careers related to the creative sector may choose to offer Higher or Standard Level for IBDP Visual Arts. They will be required to sit for an examination at end of IBDP 2 consisting of three assessment tasks: comparative study (20%), process portfolio (40%), and exhibition (40%).
See for subject overview and latest syllabus.

Assessment Weighting for Academic Year 2017/2018

CA1 CA2 EOY / Mocks Overall
P1 – P2 Holistic Assessment descriptors per semester
P3 – P4 Grades (A* - D) per semester      
P5 – P6 Grades (A* - D) per semester      
S1 – S2 40% 40% 20% 100%
Art & Design
30% 30% 40% 100%
Art & Design
N/A N/A 100% 100%
Visual Arts HL
30% 30% 40% 100%
Visual Arts HL
N/A N/A 100% 100%

There are no Continuous and Semestral Assessment marks for S4 and DP2 students. Their progress will be reported in the following ways:

  • Midyear Progress Report (issued in November)
  • Mock Exam Report (issued in April)

Academic honesty
All coursework - including work submitted for assessment - is to be authentic, based on the student’s individual and original ideas with the ideas and work of others fully acknowledged. If a student uses content from any source, including the Internet, these sources must be acknowledged consistently, clearly identifying exactly what in the student’s work has been taken from another source and its origin. Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the IB for relevant subjects.



SISHK Art Programme offers a range of activities and events to complement the instructional programme through enrichment activities, co-curricular activities and participation in art competitions.

Some of the art enrichment activities in SISHK include:

  • Learning journeys
  • Art Exhibitions
  • Museum and gallery visit
  • Assembly talks
  • Arts Festival
  • Artist Workshops
  • Artist in Residency
  • Summer Art Programme

The co-curricular activities that cater to students with keen interests in Art are:

Primary Level

  • Art Club
  • Photography Club

Secondary Level

  • Art Club
  • Photography Club

Students are also encouraged to participate in local and international art competitions suitable for their ages.





  • Grantham Scholarships Fund for Visual Arts – Scholarship Award


  • The Wharf Secondary School Art Competition - Top 18
  • UOB Art Ink Award 2017 - Silver Award (for excellence in creativity and technique) Abstract: Senior Student Category. Inaugural Award
  • The Student of the Year (SOTY) Visual Artist – Top Award
  • HKSAR EDB (2017/18) Student Visual Arts work - Silver, and two merits


  • Singapore Youth Festival Art Exhibition – 5 certificates of recognition
  • Line - Secondary 3 Art & Design Exhibition at Artland Gallery
  • Sans Cadre Brut – Primary 1 to 6 Art exhibition at Artland Gallery




  • International Saatchi Gallery/Deutsche Bank Art Prize for Schools (Artwork also exhibited in Saatchi Art Gallery, London and online gallery) – 15 entries
  • International Students’ Visual Arts Contest-cum-Exhibition of Hong Kong - 1 Certificate of merit (Primary); 1 Honourable mention, 5 Certificate of merit (Secondary)
  • Sovereign Art Foundation School Prize (Artwork also exhibited at the Affordable Art Fair) - 1st Prize


  • Oasis – exhibited about 150 artworks at Artland Gallery
  • Singapore Youth Festival Art Exhibition - 1 certificate of recognition


An exhibition – OASIS: Our Art at SISHK – of artworks from PY1 to IBDP2 is put up every year. Parents and students are invited to view the exhibits and purchase the annual publication of commemorative bookmarks from the General Office.

You may view our school’s entries to the Saatchi School’s Art Prize 2017 here.

You may view the Gallery of Works here.



To build and maintain a learning culture where students learn to appreciate Art in SISHK, selected student artworks and examination pieces are kept, framed and displayed each year. These serve to inspire younger students and to create an attractive, conducive learning environment for all.

All student artworks, IGCSE Art & Design and IBDP Visual Arts examination pieces are liable to be kept by SISHK Art Department for at least 2 years for display and teaching and learning purposes. Thereafter, students may request for their artworks to be returned. Should a student wish to have their framed artwork back before the 2 years are up, the cost of framing will be charged.

We encourage students who intend to pursue further education in the creative sector to document consistently and to keep their portfolio current.



 1 MOE Art Syllabuses (Primary and Lower Secondary)
 2 MOE Art Syllabuses (Upper Secondary and Pre-University)
 3 Teaching and Learning Resources for 'A' Level Art
 4 IGCSE Art & Design Syllabus
 5 IB Visual Arts Syllabus
 6 Studio Habits of the Mind