Head of Faculty-Modern Languages, Teacher of English
Diploma in Teaching from Auckland College of Education
Master of Arts in English (First Class Honours) from University of Auckland
Certificate in English Language Teaching to Adults from Auckland Technical Institute
Bachelor of Arts (English Major) from University of Auckland
Mr.Dawick has been working as an English teacher for twenty years. He has been a former Assistant Principal in ACG English School.
Head of Subject-A Level Literature, Teacher of English
PGCE in Secondary English of Manchester Metropolitan University
BA (Honours) in English Literature of University of Newcastle-upon-Tyne
Mr. Owen once served in Japan as language consultant and in China as English teacher more than ten years.
Head of Subject-G Level Literature, Teacher of English
Master of Arts (First Class Honors) in English Literature and History, University of Glasgow
Postgraduate Diploma in Secondary Education (English), University of Glasgow
Jack is an English teacher with two years of experience from Scotland, United Kingdom.
Head of Subject-GL English Language, Teacher of English
Postgraduate Certificate in Education, Keele University
B.A., Staffordshire University
Teacher of English
Bachelor of Education of University of Windsor
Bachelor of Art in English Language and Literature of University of Windsor
Ontario College of Teaching Certification
Mr. Kaisar has three years of teaching experience. He taught English in United Arab Emirates and China.
Teacher of English
MA TESOL with Applied Linguistics from Portsmouth University
MSc Educational Leadership and Management from Portsmouth University
PGCE from Derby University
BA Philosophy and TEFL from the University of Central Lancashire
Chris has been teaching English for over fifteen years in the UK, Japan, Australia, South Korea, China and Thailand.
Teacher of English
TELF Certificate
B.A Professional English of University of Idaho, US MSc
Language Education of University of Edinburgh, UK
Sunday taught Math and English at the Moscow High School and the University of Idaho.
Teacher of English
Postgraduate Certificate in Education of University of Nottingham
Bachelor of Arts (English Major) of Fuzhou University. Zoe joined SCIE in 2008.
Associate Assistant Principal, Teacher of English
MASTER OF EDUCATION, Deakin University
PGCE Australian Catholic University
Bachelor of teaching Graduated with Distinction, Deakin University
Bachelor of ARTS, Deakin University
English and Humanities Teacher
PGCE in Secondary History, University of West of England
BA (Hons) in Economic History, University of Portsmouth
Philip has taught in China, Rumania and Singapore. He was a Humanities teacher at SCIE from 2011 to 2016.
Head of House-Fire, Teacher of English
Bachelor of Arts in English, University of Waikato
Post Graduate Diploma in Teaching, University of Waikato
Mr. Boyland has taught in his home country and the UK, and at international schools in the Middle East and China.
Teacher of English
PGCE in Secondary English,University of Edinburgh
BA in English Literature,University of Melbourne
Jane has experience of teaching Language and Literature for more than 15 years in Scotland UK.
Head of International Award, Teacher of English
BA music performance , University of Hull
PGCE higher education, University of Hull
Mr Wrightson has taught for over 10 years. Initially as a music lecturer in the UK for 8 years and the last 5 years as an English teacher in China. Mr Graeme is also a sports enthusiast and has represented Great Britain in triathlon as well taking part in many marathons, trail races and ultra-marathons.
Teacher of English
PGCE in Media & English; University of London, Goldsmiths
BA’s in Ancient History and Media Production from the University of Wales/Trinity St. David’s
IBDP Certified in English A and B
Coming from Leeds in the UK, Mr Daniel Moss has taught in numerous schools in China and London over the past eleven years teaching; GCSE English, Film & Media, as well as both English A (Language & Literature) and English B in the International Baccalaureate Program.
Teacher of English
BA in English, University of Sheffield
Mrs McGinty has been teaching English Literature and Language for the past 5 years in both the UK and Malaysia with her husband. She has experience as a KS3 Coordinator, and has taught pupils aged 11-18.
Teacher of English
BA English Language and Literature and Arabic Language and Literature, University of Cape Town
PGCE Further Education, University of Cape Town
BEd (Hons), University of Cape Town
Yusri is from South Africa and has been teaching abroad for over 5 years now. He has enjoyed working with students of all ages in China and Thailand and can speak English, Afrikaans, Arabic and a little bit of French.
Teacher of English
BEng (Hons), Architectural Environment Engineering, University of Nottingham
Joined SCIE in 2006.He has nearly 20 years experience in the field of English teaching.
Teacher of English
BA(Hons) in English Literature – The university of Leeds
PGCE- The University of Leeds
Kelly has been teaching in the UK for the previous eight years. She has experience as
an English Lead Teacher and was the Assistant Head of Faculty (English) in her
previous school. She has taught both A level Language and Literature and was a
credited examiner for the English examining board AQA (GCSE). She has attended
several professional development courses and is currently studying for her MA
in Education and Leadership to further develop her pedagogical and leadership
skills.
Teacher of English
PGCE English, Leeds Metropolitan University
BA (HONS) Primary Education, Manchester Metropolitan University
Mr Robert Harwood has 8 years teaching experience in the UK.
He has taught at English high schools and in an adult education setting.
Teacher of English
Masters of Art in Comparative Literature (Summa Cum Laude), Michigan State University
Bachelor of Arts in Modern Foreign Languages with teacher certification (Magna Cum Laude), Lee University
Rebecca has taught English, German, Spanish, and Humanities for more than 16 years in the United States and China. Rebecca encourages students to think and write critically and develop an appreciation for international literature.
Teacher of English
Master of Education (MA) in Education, University of Nottingham
PGCE, University of Nottingham
BSc Computing and Psychology, University of Huddersfield
Originally from the UK, Anthony has taught English language and literature for over 15 years in South East Asia.
Teacher of English
BA (Hons) English Literature and Philosophy, University of East Anglia
PGCE, University of Sunderland
CELTA, South Thames College
Niall has been teaching English since 2013. He started his career teaching English as a Foreign Language at a high school in Japan, and later instructed English for academic purposes at a university in Saudi Arabia. Since 2019, Niall has been based in China, where he has had the privilege of teaching English language and literature, additionally gaining experience teaching Global Perspectives and Cambridge IPQ.
Teacher of English
BA in English literature and creative writing from Marlboro College in the USA.
Teacher Licensure from Washington, DC.
Mr Hughes has eight years of experience teaching Cambridge curriculum in Southeast Asia.
Teacher of English
BA English Literature, University of Cardiff
MPhil English Literature, University of Cardiff
PGCE English and Drama, University of Swansea
Mrs Samantha Park has worked for more than 25 years in a variety of schools in the United Kingdom. She has also worked as an Assistant Examiner for all the major British examination boards at GCSE and A-Level and was a Team Leader and Trainer for Cambridge International A-Level English Literature and English Language.
Teacher of English
PGCE in Secondary English, Brunel University London
BA Hons in Philosophy, Politics and Ethics
3 years of teaching experience at various schools in the UK, focusing on English Literature and Language.
Teacher of English
BA (Hons) in English Literature, Victoria University of Wellington.
PGCE, Victoria University of Wellington.
Louise has taught English Literature and Language for more than eleven years in a variety of international schools in UK, New Zealand, Russia and China, including as Head of Faculty in her previous school.
Teacher of English
BSc. (Economics & Finance), University College Dublin
PGCE (Merit), Liverpool John Moore’s University
DipTESOL, Trinity College London
Oliver has been working full-time in education as a teacher, teacher trainer, and academic manager since 2007. He has lived and worked in Ireland, France, Japan, and China. He has lived in Shenzhen, China since 2010. He has coached multiple Regional and National Winners in NSDA Speech competitions.
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