Head of Subject-AL Economics, Teacher of Commerce
BSc Management of Hunan University.
Chloe has worked at SCIE for three years, teaching Business Studies at the IGCSE level. Before working at SCIE, she worked in the marketing department of HUAWEI, learning practical marketing and management skills which she is now able to share with her Business Studies students.
Teacher of Commerce
PGCE in Education(International) of University of Nottingham
BSc Management of University of London (External)
Diploma in Economics of University of London(External).
Mr. Cheong has taught IB/IGCSE/A-Level Economics for more than 12 years in China.
Teacher of Commerce
PGCEi (Distinction), University of Nottingham
MSc Finance, University of St Andrews
BA Economics and International Trade, University of International Relations
Joined SCIE in 2012
Teacher of Commerce
Bachelor of Arts in Economics and History, University of Sydney
Master of Teaching, University of Sydney
Master of Business Administration in Finance and Economics, University of Technology, Sydney
Master of Business in International Business and Marketing, University of Technology, Sydney
Nathan has been teaching Economics in London, Beijing and Tokyo over the last 20 years.
Teacher of Commerce
BA with Honors in Business and Economics, Seattle University
Massachusetts teaching credential in Business, Economics, and Finance
Andy has been teaching since 2016 where he has taught in China, Japan, and the USA. Prior to teaching, he worked for several years in finance and governmental operations.
Teacher of Commerce
PGCE, Cornerstone Institute
Bachelor of Commerce in Chartered Accountancy, North West University
Mr. Van Reenen is an accountant turned teacher with experience working in South Africa, South Korea and China.
Teacher of Commerce
PGCE in Secondary Mathematics, University of Exeter
BSc Economics, London School of Economics and Political Science
Cambridge CELTA
Tim has taught A Level Economics for 6 years and Mathematics for 1 year. He has taught in China and UK.
Teacher of Commerce
MA Educational Economics and Management of Wuhan University
BSc English Education of Jianghan University.
Prior to teaching at SCIE, Allen taught English at Changjiang Vocational College, and English and Human Resources Management at Longgang TV & Radio University, Shenzhen. She has been teaching Business Studies at SCIE for three years.
Teacher of Commerce
Distinction, MSc Financial Economics (CFA track), University of Leicester, UK
Honors degree, BA Finance and Economics, University of Bournemouth, UK
PGCE in Education (International), University of Nottingham, UK
2 years of experience in teaching AP Economics, 4 years of experience in teaching A Level Accounting
Worked as an equity analyst in financial institution before joining SCIE
Cambridge Assessment AS and A level Accounting examiner
Head of Subject-GL Economics, Teacher of Commerce
Postgraduate Certificate in Education (International) with Merit, Nottingham University
Master of Business of Administration, Asian Institute of Technology
Bachelor of Engineering, Nanjing Science and Technology University
More than 10 years teaching experiences in IGCSE Business Studies and Economics
Have been teaching in SICE since 2012,
Before becoming a teacher, I had 10 years working experiences as a profit centre manager in 3 multi-national companies, i.e. Tipco, EF & AIG in Bangkok and Shenzhen.
Hobbies: practising yoga, swimming, hiking, reading and traveling.
Teacher of Commerce
BSc Accounting and Finance, London School of Economics and Political Science
MSc Corporate Finance, Cass Business School
Teacher of Commerce
M. Com in Economics, University of the Free State
B. Com (Honours) in Applied Econometrics, University of the Free State
B. Com in Statistics (Merit), University of the Free State
PGCE in Business Studies and Economics (Merit), University of South Africa
TEFL
Angelien has worked as a risk analyst before embarking on her teaching career. She has six years of experience teaching in South Africa, South Korea and China in the field of AP Economics and Human Geography.
B. Com (Honours) in Applied Econometrics, University of the Free State
B. Com in Economics, University of the Free State
PGCE in Business Studies and Economics (Merit), University of South Africa
TEFL
Before teaching, Roché worked as a business segment analyst in corporate banking. He has eight years of experience teaching in South Africa, South Korea and China with focus on IGCSE, A1, A2 and AP Economics. He has headed the Social Studies department prior to joining SCIE.
Teacher of Commerce
Institute of Education, UCL
QTS (Qualified Teaching Status in England)
PGCE (Post Graduate Certificate in Education)
Economics and Business Education
DurhamUniversity, MAin TESOL and Applied Linguistics
Responsible for both Y12 and Y13A-level Economics students; the School and its sixth form was rated Outstanding by Ofsted.
Delivered Business Studies lessons at both GCSE andA-level, where 90%of students achieved C and above
grades.
My essay is on the recent development of China’s mental health care system and how it can help address this question. Though, I actually parried the question raised by the prompt, and I did not in the end emphasise too much that more care should be devoted to the socially vulnerable. Rather, I intended to underscore the complexity and ambiguity in any employment of these two notions — “socially vulnerable” and “responsibility” — in the concrete working of society. Through my study I discovered that the train of legislative efforts made in the 1980s to 2000s to legally recognise, to enhance public knowledge of, and to erect new asylums for, “the mentally ill,” in fact coincided spatiotemporally with government efforts in putting new agendas of foreign policies and city development to work. Thus, the recent development of China’s mental health care, from scratch to full maturity, is not solely the consequence of “humanitarian effort,” but also of some other ulterior motives. In my conclusion, I hinted that any answer to this question would entail empirical investigation into the concrete working of social institutions, and depending on the nature of this “socially vulnerable” group, claims of “responsibility” may be leveraged as veils for other purposes.
Before starting my research I did not by then have a well-formed hypothesis, but I did have Michel Foucault’s intriguing study on madness in mind. Due to the rather peculiar nature of the object of my study, I was not able to apply the sociological theories (Marxism, Functionalism, e.g.) I learnt in class to my own research. I must thank my sociology teacher for his encouragement and provision of many textbook resources and classical studies done in the field of mental health care. In addition to that, he prepared a statement of the school for my application to conduct short interviews at a local mental health hospital — this application, however, though quite expectedly, sank into oblivion — without his help this project would be very difficult.
I made a documentary “The Definition” about the situation of elderly in Shenzhen to enter this competition. As I have some previous knowledge in filmmaking, learning from TBU studio, I though it would be meaningful if I combined my filmmaking skills with sociology knowledge. In the meanwhile, after learning the very first chapter of sociology, The Family, I found out that the situation of elderly in the UK is different from that of elderly in Shenzhen. For instance, elderly have the responsibility taking care of their grandchildren and dance in the park for entertainment is distinctive in China. Therefore, I decided to make a documentary to record the interesting culture.
I learnt a lot during the preparation for the competition. I learned a lot about how to carry out an individual primary research when I was filming “The Definition”, which helps a lot in my current sociology study. Also, I understood sociology theories better. For instance, postmodernism used to be only a vague theoretical perspective for me, yet it amazed me knowing that elderly people participate actively in public activities can be considered as view of postmodernism.
Most importantly, I realized filmmaking can make some impacts on people, portraying problems of society. Experience of BSA opened my eyes and led me rethink about my future major in college. I want use my skills and knowledge to help more people, so I will probably try a major with humanity and filmmaking combined instead of pursuing the dream of being an artist alone.
Learning sociology gives me a new perspective in seeing how the world works, and it also lets me care more about the vulnerability in the society. Thank you to my sociology teacher, Richard Driscoll, who gave me lots of inspiration such as filming the dancing in the park, which is interesting to British people, and recommenced lots of sociological books about the elderly.
By listening to his advice, “The Definition” eventually divides into two parts: one is about the elderly in nursing home and the other is about people dancing in the park. Also, there is many interviews in the documentary to give a more well-rounded perspective.
I would like to thank my Math teacher Michael Jin and my friend Franchaska, who helped me with the voice over. Also, thanks to my family members, especially my dear grandmother, who gave me lots of insights related to the issue of elderly.
I made this documentary just before the deadline, thus it’s not so perfect. I’ll probably elaborate some shots and reedit it in the future.
If you are interested, you can click the link below and watch it.
Teng Xun Video:https://v.qq.com/x/page/u0862usad2v.html
Bilibili:https://www.bilibili.com/video/av38188271?from=search&seid=10452775157822232568