Hermann-Lietz School - Haubinda
Westville Girl's High School, Durban, South Africa
Phorms Süd
Professional Experience
Teaching Journey & International Experience
Over the past three decades, my work in music education has taken me across Europe, the Middle East, Asia, and Africa. I have taught in a wide range of school contexts, from newly established community schools to leading international institutions, serving as Music Teacher, Head of Music, and Head of Fine Arts.
Throughout this journey, I have developed and introduced ensemble-based teaching concepts, most notably my IMPACT approach, where every student is actively involved in music-making from the very first lesson. Alongside this, I have directed choirs, orchestras, and jazz bands, and collaborated across disciplines including drama, visual arts, and dance.
This journey reflects not only a commitment to high-quality music education, but also a belief in building creative, inclusive communities where all students can participate, perform, and grow.
British International School Jeddah (BISJ) – Jeddah, Saudi Arabia
Years: November 2025 – Present
Location: Jeddah, Saudi Arabia
Curriculum: British National Curriculum, IGCSE, and IB Diploma Programme (IBDP)
Role: Head of Secondary Music
About the School:
The British International School Jeddah is a leading international school offering the British curriculum with IGCSE and the IB Diploma Programme, with a strong emphasis on academic excellence and holistic education.
Responsibilities:
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Lead and strategically develop the Secondary Music Department across IGCSE and IB Diploma Programme
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Teach IGCSE and IB Music, including performance, composition, and listening
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Design and implement structured class ensemble lessons
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Oversee curriculum progression, assessment, and academic alignment across year groups
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Develop performance opportunities, concerts, and ensemble programmes
Key Achievements:
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Established a structured ensemble teaching model where all students actively make music from the first lesson
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Strengthened progression pathways from IGCSE to IB through integrated performance and coursework design
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Embedded the IMPACT approach as a core element of classroom music-making
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Increased student participation and engagement in ensemble performance
Phorms Süd Berlin Zehlendorf – Berlin, Germany
https://berlin-sued.phorms.de/de/gymnasium/gymnasium/
Years: 2024–2025
Location: Berlin, Germany
Curriculum: German Curriculum (Sekundarstufe I & II, Abitur)
Role: Head of Secondary Music
About the School:
Phorms Süd Berlin Zehlendorf is a bilingual private school in Berlin offering German Abitur and international perspectives. The school has a strong reputation for academic excellence and extracurricular opportunities.
Responsibilities:
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Taught and led secondary music provision, including Abitur-level courses
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Established and led a jazz band and directed the school rock band
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Led and conducted student performances at major school events
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Coordinated curriculum delivery across Sekundarstufe I & II, ensuring alignment with Abitur requirements
Key Achievements:
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Established a jazz band that performed publicly within the first 6 months
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Directed a large-scale multi-class performance for the school’s Christmas Concert, integrating student ensembles into a whole-school event
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Significantly increased student engagement through contemporary band and jazz programmes
Click the logo below to view my full project portfolio from this school.”
British International School Riyadh (BISR) – Diplomatic Quarter Campus, Saudi Arabia
Years: 2022–2024
Location: Riyadh, Saudi Arabia
Curriculum: English National Curriculum (EYFS–KS4), IGCSE, and IB Diploma Programme (IBDP)
Role: Music Teacher
About the School:
The British International School Riyadh is one of the largest international schools in Saudi Arabia, serving a diverse student body and offering the English National Curriculum, IGCSE, and IB Diploma Programme. At the newly established Diplomatic Quarter (DQ) campus, I was part of the founding team, setting up the music department from scratch.
Responsibilities:
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Established and equipped the Music Department, including ordering instruments and developing the curriculum.
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Taught Secondary Music, including IGCSE Music and elements of the IB Diploma Programme.
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Implemented my IMPACT teaching approach, fostering collaboration, peer mentoring, and whole-class performance.
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Worked in close collaboration with the Primary Music colleague to stage two whole-school musicals.
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Established a jazz band and organized a joint jazz workshop with the American International School Dhahran, securing external professional musicians (Peter Inagawa – bass, and a trumpet specialist) to support student learning.
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Completed the COBIS Middle Leadership course (2023) and IB DP Music Category 2 training (prior to joining BISR).
Key Achievements:
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Built a thriving new Music Department in a rapidly growing school environment.
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Successfully integrated IMPACT methodology, leading to strong student engagement and ensemble growth.
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Directed large-scale musical productions and introduced jazz as a new strand of the school’s music programme.
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Strengthened regional collaboration by initiating and leading the first jazz band workshop with another international school.
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Advanced leadership capacity through COBIS Middle Leadership training and higher-level IB professional development.
Click the logo below to view my full project portfolio from this school.”
Albert Gutzmann School – Berlin, Germany
Years: 2020–2022
Location: Berlin, Germany
Curriculum: German Primary Curriculum (Grades 1–6)
Role: Music and English Teacher
About the School:
Albert Gutzmann School is a Brennpunktschule (challenging inner-city school) in Berlin, with a highly diverse student population including many children of Turkish background born in Germany, as well as newly arrived refugee students from Syria, Ukraine, Afghanistan, Pakistan, and India. The school also hosted a dedicated section for children with autism.
Responsibilities:
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Taught Music and English across Grades 1–6.
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Adapted the curriculum for highly diverse language and cultural backgrounds.
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Integrated elements of my IMPACT approach whenever possible, encouraging cooperative learning and music-making even under challenging conditions.
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Occasionally taught classes in the autism programme, where structured lessons and positive student engagement created strong teaching experiences.
Key Achievements:
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Maintained music education in a highly complex and often disruptive environment.
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Established classroom routines in Grades 1–2 that enabled instrumental work and ensemble playing.
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Introduced elements of IMPACT teaching into lessons, helping to build peer-support and mentoring where possible.
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Built positive teaching experiences with the autism section, where music learning was highly successful.
Click the logo below to view my full project portfolio from this school.”
British International School of Casablanca – Casablanca, Morocco
Years: 2019–2020
Location: Casablanca, Morocco
Curriculum: British International Curriculum (Early Years to Secondary)
Role: Head of Music
About the School:
The British International School of Casablanca is a private international school offering the full British curriculum from Early Years through Secondary. I served as Head of Music and whole-school music teacher.
Responsibilities:
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Taught music across the whole school, including Early Years, Primary, and Secondary.
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Established and directed the school’s jazz band and class orchestra.
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Organized concerts and performances to build a strong school-wide music culture.
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Transitioned teaching and learning into an online format during the onset of the COVID-19 pandemic.
Key Achievements:
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Introduced jazz band and orchestral playing as new programmes at the school.
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Built whole-school music continuity, engaging students from Early Years through to Secondary.
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Gained first experience in teaching across the entire school age range (Early Years to Secondary), an important step in shaping my later IMPACT teaching philosophy.
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Adapted successfully to online teaching during COVID, ensuring continuity of the music curriculum.
Click the logo below to view my full project portfolio from this school.”
Friedrich-Ludwig-Jahn-Oberschule – Luckenwalde, Germany
Years: 2017–2018
Location: Luckenwalde, Germany
Curriculum: German Primary and Secondary Curriculum (Grundschule & Oberschule)
Role: Music Teacher
About the School:
The Friedrich-Ludwig-Jahn School in Luckenwalde combines both primary and lower secondary (Oberschule) education. I taught music across the whole school, from Grundschule through Grade 10.
Responsibilities:
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Taught music at primary level, following the German curriculum.
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Designed music projects for Oberschule classes, where practical music-making was often limited due to student needs and background.
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Established a small jazz combo, acquiring wind instruments through the school’s Förderverein (parent support association).
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Prepared students for performances, including graduation ceremonies.
Key Achievements:
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Successfully guided a newly formed jazz combo to perform two pieces at the school’s graduation within six months.
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Provided continuity in music teaching across primary and secondary levels in a challenging school environment.
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Created opportunities for creative expression and performance despite limited resources and student difficulties.
Click the logo below to view my full project portfolio from this school.”
Hermann Lietz Schule (Boarding School) – Haubinda, Germany
Years: 2016–2017
Location: Haubinda, Germany
Curriculum: German Curriculum (Sek I, Sek II, Abitur)
Role: Music Teacher & Dorm Parent (“Family Father”)
About the School:
Hermann Lietz Schulen are traditional German boarding schools with a strong emphasis on community life and holistic education. In Haubinda, my wife Felicity was employed as a school nurse, while I filled in as a music teacher for one year during the absence of the long-term music faculty member.
Responsibilities:
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Taught Music at Sekundarstufe I and II, including Abitur-level classes.
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Conducted the school choir and directed the school rock band.
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Served together with my wife as dorm parents (“house parents”), living with and mentoring a group of 15–20 boarding students.
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Supervised daily routines including homework support, shared meals, and weekend activities, fostering a family-like environment.
Key Achievements:
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Successfully maintained the school’s music programme during the absence of the permanent teacher.
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Built strong relationships with boarding students through both academic and pastoral care.
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Enriched student life with concerts and performances in choir and rock band settings.
Click the logo below to view my full project portfolio from this school.”
École Mondiale – Mumbai, India
Years: 2016–2017
Location: Mumbai, India
Curriculum: International Baccalaureate (PYP, MYP, DP) & British KS3
Role: KS3 & DP Music Teacher / Head of Creative Arts
About the School:
École Mondiale is a fully IB-accredited international school in Mumbai. This was my first intensive contact with the IB curriculum, where I served as Head of Creative Arts, overseeing music, drama, visual arts, and dance across the whole school.
Responsibilities:
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Led the Creative Arts Department, coordinating Music (PYP, MYP, DP), Theatre, Visual Arts, and Dance.
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Taught MYP and DP Music, while a primary specialist covered PYP.
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Established a student jazz band, teaching all instruments from scratch after purchasing and setting up the school’s first set of band instruments.
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Built interdisciplinary links across the arts, inspired by my earlier experience at Mega Music.
Key Achievements:
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Expanded the scope of Creative Arts to include dance, enriching the school’s performance culture.
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Successfully launched and directed the school’s first student jazz band.
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Strengthened vertical alignment of the IB Music curriculum across MYP and DP.
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Gained practical leadership experience in IB whole-school arts coordination.
ISG Al Jubail – Al Jubail, Saudi Arabia
Years: 2014–2016
Location: Jubail, Saudi Arabia
Curriculum: American Curriculum (K–12)
Role: Head of Fine Arts
About the School:
The International Schools Group (ISG) Al Jubail is part of a well-established network of American international schools in Saudi Arabia. I served as Head of Fine Arts, overseeing music, visual arts, and drama across both Primary and Secondary divisions.
Responsibilities:
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Taught band (woodwinds, brass, percussion, keyboard, bass guitar, guitar).
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Worked alongside a dedicated choir teacher and a primary music teacher, coordinating the overall whole-school Fine Arts programme.
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Introduced and developed a mentor-based co-teaching model, where advanced students coached younger peers in sectional rehearsals before rejoining the full ensemble — an approach that later became a key component of my IMPACT teaching philosophy.
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Organized concerts, large-scale band performances, and an international performance trip.
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Strengthened the integration of music across grade levels and family groups, encouraging younger siblings to take on more advanced repertoire.
Key Achievements:
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Transformed the band programme by restructuring grade-level classes into one large ensemble of around 100 students, performing a shared repertoire across skill levels.
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Built a performance library of approximately 25 ensemble pieces over two years.
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Earned recognition from the principal for achieving the strongest band sound in ISG Al Jubail’s history.
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Organized and led a student trip to Shanghai, where the band performed in multiple venues, including my former school, YCIS Shanghai.
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Marked this period as one of the most rewarding and musically productive phases of my teaching career.
YCIS – Pudong, Shanghai, China
Years: 2010–2014
Location: Shanghai, China (Pudong & Regency Park Campuses)
Curriculum: International Baccalaureate (IB) • Cambridge IGCSE • bilingual, international curriculum (Primary & Secondary)
Role: Music Teacher → Head of Fine Arts
About the School:
Yew Chung International School (YCIS) Pudong is a leading international school in Shanghai, offering IGCSE and IB Diploma programmes alongside a strong primary curriculum. I joined as a music teacher and after one year was promoted to Head of Fine Arts, overseeing Music, Drama, and Visual Arts across both the Pudong (Secondary) and Regency Park (Primary) campuses.
Responsibilities:
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Taught music in both Primary and Secondary, Grades 5–10, including orchestras and ensemble classes.
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Coordinated the Fine Arts Department (Music, Drama, Visual Arts), managing curriculum development, timetabling, and budgets.
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Supervised and evaluated department staff through formal lesson observations with written feedback, approved by the principal.
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Oversaw budgeting, purchasing, and maintenance of equipment across three departments.
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Directed concerts, theatre productions, and visual arts collaborations.
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Conducted the school orchestra, integrating long-term string students (Grades 1–3 string programme) with new wind and string players.
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Strengthened parent communication and developed community engagement in the arts.
Key Achievements:
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Promoted to Head of Fine Arts after one year.
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Directed Godspell, a full Fine Arts collaboration (Music, Drama, Visual Arts – props, sets, backdrops).
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Established strong interdepartmental collaboration in productions, concerts, and exhibitions.
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Successfully led orchestral development with mixed instrumental backgrounds, creating cohesive performance ensembles.
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Completed Cambridge IGCSE Music assessment training (school-based assessment).
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Completed IB DP Music Category 1 training (Singapore, 2013).
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Participated in NEASC/NCCT accreditation workshops (Shanghai, 2012).
Reason for Leaving:
After four years, I accepted a position with the International Schools Group (ISG) in Saudi Arabia as a Band Teacher, where I could expand my experience in teaching and directing wind bands.
Privates Europa Gymnasium – Berlin, Germany
http://www.europa-gymnasium.eu
Years: 2009–2010
Location: Berlin, Germany
Curriculum: German Secondary Curriculum (Gymnasium) SEK I and SEK II
Role: Music Teacher/ part time
About the School:
Privates Europa Gymnasium was a newly established private secondary school undergoing accreditation by the Berlin Senate. At the time, the school began with a small cohort of Grade 11 students, many from Turkish migration backgrounds with limited German and Turkish language skills. As part of the accreditation process, external inspectors from the Berlin Senate frequently visited and observed lessons.
Responsibilities:
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Taught music to upper secondary students during the school’s initial accreditation phase.
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Participated in Senate-led training courses and evaluations to qualify for formal teaching accreditation.
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Adapted lessons to meet the needs of a diverse student group with limited language proficiency.
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Collaborated with colleagues to establish standards and structures in a new school setting.
Key Achievements:
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Successfully earned my permanent, unlimited teaching license in music (“unbefristet”) through Senate training, reviews, and classroom observations.
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Gained valuable experience supporting a school in its accreditation process.
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Strengthened skills in teaching students from multilingual and multicultural backgrounds.
Waldorf School – Kleinmachnow, Germany
http://www.waldorfschule-kleinmachnow.de
Years: 2009–2010
Location: Kleinmachnow, Germany
Curriculum: Waldorf (Steiner) Pedagogy
Role: Head of Music
About the School:
Waldorf School Kleinmachnow is part of the international Steiner school movement, known for its emphasis on creativity, holistic education, and class-based orchestras. I served as Head of Music, working within the Waldorf pedagogical framework while also contributing my own ensemble experience.
Responsibilities:
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Conducted the school choir, which was of a high standard comparable to Westville Girls High School in South Africa.
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Established my first student jazz band with wind instruments.
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Directed class orchestras (violin, viola, cello, double bass) and supported students in developing orchestral skills.
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Taught string instruments, drawing on my early violin training and adapting quickly to viola, cello, and double bass through practical application.
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Collaborated closely with parents who strongly supported music at the school.
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Attended Waldorf teacher training to gain insight into the Steiner approach.
Key Achievements:
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Built and conducted a high-level choir and introduced jazz elements into the school’s music life.
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Successfully led multiple class orchestras, ensuring every student participated in string-based ensemble music.
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Expanded my expertise on string instruments through intensive hands-on teaching.
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Strengthened parental involvement in music education.
International Primary School – Potsdam, Germany
Y
ears: 2008–2009
Location: Potsdam, Germany
Curriculum: International Primary Curriculum (IPC) and German Primary Curriculum
Role: Music and English Teacher / Form Tutor
About the School:
This was a newly established international school where I was appointed as both a subject teacher and a form tutor for the first time. Due to small student numbers in the opening year, I taught not only music but also core subjects such as German, English, mathematics, science, and social studies. I additionally taught art, an area I had studied at Mozarteum University Salzburg as part of my broader teacher training, which complemented my primary specialization in music.
Responsibilities:
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Served as form tutor for a multi-age class spanning Years 3–7.
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Taught music, English, and art alongside primary core subjects (German, mathematics, science, social studies).
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Planned and delivered interdisciplinary lessons in a small-school setting.
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Introduced students to ensemble music-making, creative arts, and performance opportunities.
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Assisted in building structures and routines for a new and developing school environment.
Key Achievements:
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Gained first experience as a form tutor, managing pastoral care and academics in a multi-age classroom.
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Broadened teaching practice by delivering subjects beyond music, including core primary areas.
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Drew on my Mozarteum background to integrate art and music creatively into the curriculum.
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Supported the establishment of the school during its formative first year.
Leonardo da Vinci Campus – Nauen, Germany
Years: 2007–2008
Location: Nauen, Germany
Curriculum: German National Curriculum (Primary and Secondary School)
Role: Music Teacher
About the School:
Leonardo da Vinci Campus is an innovative private school in Nauen offering education from primary through secondary levels. Returning from South Africa, I was offered a one-year contract to cover maternity leave, teaching music across both primary and secondary grades.
Responsibilities:
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Taught music to Grades 2–7 at primary and secondary levels.
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Led class ensemble lessons, laying the first foundations for my later IMPACT teaching concept.
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Directed the school choir and school band.
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Organized student concerts and supported school events with music performances.
Key Achievements:
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Gained valuable experience teaching both primary and secondary students in one setting.
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Successfully managed and developed ensemble-based learning approaches.
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Strengthened the school’s performance culture through choir, band, and concerts.
Westville Girls High School – Durban, South Africa
Years: 2006–2007
Location: Westville, Durban, South Africa
Curriculum: South African National Curriculum (Grades 8–12)
Role: Music Teacher
About the School:
Westville Girls High School is one of the most established girls’ schools in KwaZulu-Natal, with a strong tradition in academics, sports, and the performing arts. This was my first formal school teaching assignment in South Africa after working as a professional pianist and band leader.
Responsibilities:
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Taught classroom music to Grades 8–12 following the South African curriculum.
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Directed and accompanied the school band and supported student performances at assemblies.
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Organized concerts and musical events in collaboration with staff and students.
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Supervised an after-school girls’ hip-hop activity.
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Accompanied and performed regularly at assemblies.
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Took over the school’s established girls’ choir and continued its tradition of excellence.
Key Achievements:
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Successfully transitioned from professional performance into classroom teaching.
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Gained valuable experience managing whole-class instruction and diverse ensembles.
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Maintained and developed the school’s highly respected girls’ choir.
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Contributed to a vibrant performing arts culture through concerts and assemblies.
Zimbali Lodge – KwaZulu-Natal, South Africa
https://www.zimbali.com
Years: 2003–2004
Location: Ballito, South Africa
Role: Resident Pianist
About the Role:
Worked as a resident pianist at a five-star resort, performing regular solo piano programmes and collaborating with local musicians and vocalists in trio and quartet settings.
Responsibilities:
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Delivered regular solo piano performances for hotel guests
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Performed in small ensembles with local musicians and singers
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Adapted repertoire across jazz, contemporary, and popular styles
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Maintained high professional standards in a live performance environment
Key Achievements:
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Developed versatility as both solo and ensemble performer
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Built strong connections within the South African music scene
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Strengthened live performance experience in an international context
Mega Music – Freilassing, Germany
http://www.mc-music.org/impressum.html
Years: 1992–2003
Location: Freilassing, Germany (near Salzburg, Austria)
Curriculum: Private contemporary music education (multi-instrumental, ensemble-based, and performance-focused)
Role: Founder, Owner, and Director
About the School:
Mega Music was a private music school I founded in Freilassing. What began with individual piano and keyboard lessons grew into a full-scale music school offering a wide range of instrumental and ensemble programmes. The school served around 350 students and employed approximately 15 instrumental teachers, most on a part-time basis. Over time, the programme expanded to include dance and theatre, allowing for fully staged productions.
Responsibilities:
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Managed all aspects of the school as Founder and Director
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Taught piano and keyboard while supervising a team of instrumental teachers
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Designed and developed a multi-instrumental curriculum with strong emphasis on ensemble playing
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Organised student concerts, recitals, and large-scale annual musical productions
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Expanded the programme to include dance and theatre productions
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Managed budgeting, purchasing, and maintenance of instruments and equipment
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Led marketing, community outreach, and partnerships
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Established a strong school community including parent engagement initiatives
Key Achievements:
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Built one of the largest independent music schools in the region
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Provided high-quality music education to hundreds of children and adults outside the state system
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Established a performance-based learning culture centred on ensemble playing
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Produced regular concerts and full-scale musical productions integrating music, dance, and theatr
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Developed a teaching approach that later evolved into my IMPACT ensemble methodology
Freelance Musician & Educator – South Africa
Years: c. 1989–1992
Location: Johannesburg, South Africa
Context:
Worked as a freelance keyboard player in Johannesburg’s Newtown music scene, performing across multiple projects, live bands, theatre productions, and studio recordings during a formative period in South Africa’s cultural landscape.
Performance & Work:
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Performed as keyboard player with MarcAlex
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Worked regularly as a keyboard player with Thandi Klaasen over an extended period
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Performed regularly with vocal artists Natalia da Rocha and Kurt Egelhof, including a six-week Motown show residency at Club 58, Hillbrow (Johannesburg)
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Collaborated across projects involving musicians such as Jimmy Dludlu, Vusi Khumalo, and Victor Masondo
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Performed in projects led by Tsidii Le Loka, including appearances connected to events for Nelson Mandela
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Participated in studio recordings and broadcast work for the South African Broadcasting Corporation (SABC)
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Worked as Musical Director for A Slice of Saturday Night at the Wild Coast Casin
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Performed as keyboard player in Snow White and the Seven Dwarfs at the Johannesburg Alexandra Theatre
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Taught and engaged with students from Soweto and surrounding communities within informal studio environments
Impact → Lasting Influence
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Developed a strong professional foundation across live performance, theatre, studio, and broadcast environments
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Gained significant cross-cultural musical and educational experience
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This period directly influenced the later creation of my music school, Mega Music, and continues to inform my ensemble-based IMPACT teaching approach
VHS Rupertwinkel – Laufen, Germany
https://www.vhs-rupertiwinkel.de/
Years: 1986–1989
Location: Laufen (Germany–Austria border, near Salzburg)
Curriculum: Community music education (Volkshochschule model)
Role: Piano & Keyboard Instructor
About the School:
The Volkshochschule (VHS) Rupertwinkel is a German community education centre offering accessible, non-formal courses to learners of all ages, where I gained my first structured teaching experience alongside my studies at Mozarteum University Salzburg.
Responsibilities:
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Taught piano and keyboard to children (from age 6) through to adult learners.
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Designed beginner-friendly lessons adaptable for different age groups and skill levels.
Key Achievements:
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Gained first formal teaching experience while completing studies at Mozarteum University Salzburg.
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Built motivation and confidence for both young beginners and adult hobby learners.
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Organized school performances in collaboration with the local primary school and held student recitals.
