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-Chinese, Teacher of Chinese
Senior Chinese Language Teacher of IPA
B.Sc Literature, Chongqing Three Gorges University
She has five years of experience in a key high school before SCIE.
Teacher of Chinese
B.Sc Chinese Literature, Hebei Normal University
Charlie worked for fourteen years in a key high school as a senior teacher of Chinese. He has been with SCIE since 2005.
Teacher of Chinese
BA Literature, KeWen College, JiangSu Normal University
Teacher of Chinese
B. Sc Literature, South China Normal University
M. Sc Comparative Literature and World Literature, Sun Yat-Sen University
Teacher of Chinese
BA in Literature, South China Normal University
Teacher of Chinese
BA in Literature, South China Normal University
Teacher of Chinese
BA in Literature, South China Normal University
Teacher of Chinese
M.A, Linguistics and Applying Linguistics, Beijing Language and Culture University
Before joining SCIE, Stella used to teach Chinese in two other international schools, as well as the immersive mandarin programs of Duke University and Middlebury College.
Teacher of Chinese
Master of Chinese Language and Literature, Chongqing University
Bachelor of Chinese Language and Literature, Shaanxi Normal University
She volunteered as Chinese teacher at Confucius Institute in Pisa, Italy
Lead of Subject-Japanese, Teacher of Japanese
International Japanese Certificate from Mitsumine Career Academy, Kyoto, Japan
Graduated from Harbin Normal College, Heilongjiang Province, China
Served in Shenzhen Xiran Japanese Training School before joined SCIE
Japanese Teacher
B.A. in Japanese, Central China Normal University
Rachel has 1 year experience studying at Edogawa University in Tokyo as an exchange student.
Japanese Teacher
UCL, Institute of Education, MA Education
Keio University, Japanese Language Program, GPA 4.0
Outstanding Graduate of the Japanese Department of Renmin University of China
Passed the N1 Japanese Language Proficiency Test in the sophomore year, and passed the CET-8 for the Japanese major in the senior year.
Former Vice President of Sakura Club of Renmin University of China
Joined SCIE since 2022
Head of Subject (Spanish & French); Teacher of Spanish
PGCE at University of Oviedo, Asturias (Spain)
Degree in English Language and Literature, BA 2:1 (Hons), University of Oviedo, Asturias (Spain)
Maria has taught EFL and Spanish for over 25 years in Spain, the UK, Egypt and China. She was Learning Support Coordinator at SCIE during 2012-13 and Head of the Languages Faculty during 2020-2022. She coordinates the Instituto Cervantes DELE Escolar examinations offered at SCIE since 2019.
Lead Form Teacher-G2, Teacher of Spanish
MA in Intercultural Studies, Chinese University of Hong Kong
BA in Spanish Philology and Literature, Beijing Foreign Studies University
Obtained the C1 level certificate of Spanish (DELE). Taught Chinese to the Spanish locals in the University of Oviedo, Asturias; also had the experience of teaching Spanish in a public middle school of Shenzhen.
Teacher of French
BA (Hons) in French and Italian, Durham University
PGCE, Cambridge University
Simon Howells has 21 years’ experience of teaching in a variety of schools as a teacher of French and as a Head of Languages. He has worked for outstanding private schools in the UK and recently has been teaching in Eastern Europe. Simon has a strong interest in the use of IT in MFL teaching and has provided staff with training in several institutions. He has extensive experience in running school trips and as a rugby coach.
Teacher of French
BA in Applied Languages, Universitat Pompeu Fabra
MA in Teaching Spanish as a Foreign Language, University of Barcelona.
PGCE Secondary MFL, Goldsmiths University, London
Inés has taught foreign languages for 9 years in Spain and the UK. In London, she has also taken on the role of EAL Coordinator.
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