Head of Art & Design
Cambridge International Examinations coursework moderator cert
Counselling Certificate.(Level 1), Accrington and Rossendale College
PGCE Teacher Training, Caerleon College
University of Wales UK BA[hons], Cardiff Art College, University of Wales UK
Art and Design Teacher
Bachelor’s degree of Fashion Design in Wuxi Light Industry University
Professional Fashion Design standards: Advanced
Joined SCIE in 2009.
Worked in Fashion industry before SCIE. Worked in the area of garment design, window displaying and graphic designs.
Head of Drama
Head of SCIE Drama Society
Trinity College London School Coordinator
Candidate for MEd Drama in Education from Trinity College Dublin
BA Film and Media Production; with a Major in Drama from the University of Cape Town
PGCE Senior Phase and FET; Drama and English from the University of South Africa
Certification in Strategic Implementation of ICT Integration in Education from the University of the Witwatersrand
Gadi Burman started his teaching career as an English teacher in 2007, but after getting his PGCE, always wanted to return to working in or around the theatre and this became a reality in 2017 at SCIE when he began teaching Drama. He has taught and coordinated (I)GCSE, AS and A Level Drama at SCIE. He has been the head of the SCIE Drama Society since August 2017, a role he loves which includes directing the school play. He enjoys learning from travelling the world and sharing his passion for the Arts with learners and colleagues alike.
Drama Teacher
MMus Conducting, Southern Oregon University
BMus Music Education with Theatre Endorsement, Western Washington University
Baccalaureate DP Theatre University of Toronto
Ms. Jody Urbas has been teaching theatre and music since 1999 and has directed more than 20 plays and musicals. Also, she has fulfilled roles as head of department, technology integration specialist, and registrar multiple times throughout her career. She is passionate about student agency. In collaboration with Opera Colorado, Jody led her students to create and perform their own musical. In addition to her significant classroom accomplishments, Jody has been a dedicated mentor to students in their extracurricular activities. Her most notable extracurricular support includes serving as After-School drama advisor, Associated Student Leadership Advisor, After-School Theatre Performance Instructor, and Thespian Troupe Director. She is excited to join the theatre department at SCIE to support the growth of this wonderful theatre program.
Head of Faculty-Arts(Visual and Performing), Teacher of Music
Master of Fine Arts, St. Petersburg State Conservatory, Russia
Master of Education, St. Petersburg State Conservatory, Russia
Boris Denisov has had extensive experience as a teacher, performer and orchestra conductor.
Music Teacher
Mus. Master of Vocal Performance, The Boston Conservatory, MA, USA
MA. Master of Arts and Humanities, The university of Southampton, UK
BMus. Bachelor of Music Education, Central China Normal University, China
TESOL certificate Arizona State University, US
PGCE certificate University of Nottingham, UK
PE Teacher
BA Honours in Applied Sports Science, University of Exeter
PGCE in Secondary Physical Education, University College Plymouth, St Mark and St John
Mr. Luke Walker has taught Physical Education for nearly 7 years, including teaching in England and Brazil. He has been the Head of Physical Education for over 2 years.
P.E Teacher
B.Sc Physical Education, Zhanjiang Normal College
A state-certificated PE teacher (Level-I) and basketball and athletics referee (Level-II).
He taught for eight years at a key high school. Shift is an expert in basketball, athletics and swimming.
PE Teacher
Master Degree of Physical Education, North East Normal University
Bachelor Degree of Physical Education, Yanbian University
She joined SCIE in 2014.
PE Teacher
PGCEi in Education University of Nottingham
BSc Honours Sport and Exercise Science Sheffield Hallam University
Mr. Edward Dawes works at PE area for many years, he has many years PE teaching experience in England and China.
PE Teacher
PGCE in Secondary Physical Education, Goldsmiths university London
BSc(Honours) in Sports Coaching, Southampton Solent University
Before working at SCIE, Mr. Ross Cheetham has taught PE for over 6 years in London schools. In addition, he has taken on pastoral roles including Head of Year and Head of lower school.
PE Teacher
Master of Education, The Open University
Postgraduate Diploma in Education Management, The Open University
Bachelor of Science (Honours) in Sport and Exercise Science, The Open University
Cyril is a fully qualified Teacher from England. He also hold a Secondary Biology with Science Teaching License from Scotland. He has taught Biology and Physical Education, mostly at secondary level, for nine years in the UK.
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