Principal, Member of SLT Mathematics Teacher
BSc Pure & Applied Mathematics, University of Exeter
PGCE Secondary Mathematics, Christ Church College Canterbury
Mr. Neil Mobsby has worked for more than 25 years in a variety of international schools in the Middle East, Africa and China as well as in the UK and has extensive experience in management and teaching. He joined SCIE in 2009 in the Mathematics Department and as Deputy Principal before taking over as Executive Principal from August 2018.
Non-Academic Deputy Principal
Head of Human Resources Member of SLT
Bachelor’s degree in Accounting, Jinan University. National certificated Tax Accountant
Liaison Officer of Cambridge ESOL
Alison joined SCIE in 2004 and severed as Non-academic Deputy Principal from August 2011. She has extensive management experience in A-level examinations.
Academic Deputy Principal, Teacher of Sociology and Humanities Oxbridge , Cambridge Assessment Trainer for Humanities and Sociology
PGCE in Social Science – Institute of Education of University of London
Bachelor of Arts in Social Policy – University of York. Richard joined SCIE in 2014 and previously held the position of Head of Social Sciences and Humanities.
Richard has organised and presented at various conferences for teaching and learning both face to face and virtually. Previously to SCIE Richard was Head of Social Sciences at a High School outside London.
Pastoral Deputy 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
Non-Academic Assistant Principal(NAPP)
BSc in Chemistry Education from Hebei Normal University
11 years of teaching experience in High School Chemistry
Joined SCIE since 2004
Head of Admission from 2009-2020
Assistant Academic Principal
MSc Organic Chemistry, University of New Brunswick
BSc Biochemistry, Dalhousie University
Postgraduate Certificate in Education, The University of Nottingham
Originally from Canada, Jeff has been teaching Chemistry, IT, and related subjects for more than 25 years at universities and schools in Canada, the UAE, and China.
He’s been with SCIE since 2006 and has held the positions of Head of Chemistry and Head of IT.
Pastoral Assistant Principal, Head of Faculty-Arts(Visual and Performing) , Teacher of Music
Doctor’s graduate diploma in educational psychology, Russia
Master of Fine Arts, St. Petersburg State Conservatory, Russia
Master of Education, St. Petersburg State Conservatory, Russia
Boris Denisov has extensive experience as a teacher, performer and orchestra conductor.
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