Hermann-Lietz School - Haubinda
Westville Girl's High School, Durban, South Africa
Phorms Süd
Teaching Experience
Teaching Journey & International Experience
Over the past three decades, I have taught music and the creative arts in schools across Europe, the Middle East, Asia, and Africa. My career has taken me from newly established community schools to some of the world’s most recognized international institutions, where I have served as Music Teacher, Head of Music, and Head of Fine Arts.
Along the way, I have introduced innovative ensemble concepts such as my IMPACT teaching approach, directed choirs, orchestras, and jazz bands, and collaborated with colleagues across drama, visual arts, and dance. This journey reflects not only my passion for music education, but also my commitment to building creative communities that inspire students of all backgrounds and abilities.
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 secondary music, including Abitur-level courses.
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Established a jazz band and directed the school rock band.
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Organized and conducted student performances at the Christmas Concert and other school events.
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Coordinated curriculum delivery across Sekundarstufe I & II, ensuring alignment with Abitur requirements.
Key Achievements:
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Successfully established a jazz band that performed publicly within the first year.
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Directed multi-class performances, integrating student ensembles into whole-school events.
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Built strong student engagement through contemporary band and jazz projects.
Reason for Leaving:
Completed six-month probation in good standing but was unable to secure affordable accommodation near the school. Returned to Cyprus and began seeking a new overseas position.
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.
Reason for Leaving:
Completed contract and sought a new international school opportunity.
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.
Reason for Leaving:
Completed two-year contract and chose to return to international school teaching.
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.
Reason for Leaving:
The outbreak of the COVID-19 pandemic forced a return to Germany, and I was unable to continue in Morocco due to the school closure and travel restrictions.
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.
Reason for Leaving:
Completed a one-year contract. Due to the challenging student environment, including frequent disciplinary issues, I chose not to extend my stay and moved on to a more sustainable teaching setting.
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.
Reason for Leaving:
The long-term music teacher recovered and returned to duty, and my temporary contract could not be extended. My wife Felicity completed her contract as school nurse before we both moved on.
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.
Reason for Leaving:
Contractual salary arrangements were not upheld, and financial sustainability became unmanageable. Additionally, my wife Felicity, a qualified school nurse, was unable to secure employment in Mumbai. With the need to support our son Marcel in Germany at the time, we decided to return after one year.
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.
Reason for Leaving:
Completed contract and accepted a new international school position.
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.
Reason for Leaving:
This was a part-time position alongside my full-time post at Waldorf School Kleinmachnow. After deciding to move on from Waldorf, I chose not to continue at Europa Gymnasium as it was not a full-time role. More importantly, I was offered my first international teaching position at Yew Chung International School (YCIS) in Shanghai, where I remained for four years.
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.
Reason for Leaving:
Through the Waldorf training course, I gained valuable insight into the Steiner approach. However, I realized that its pedagogical restrictions did not align with my teaching philosophy. I therefore decided not to extend my contract and moved on to a more flexible teaching environment.
International Primary School – Potsdam, Germany
Years: 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.
Reason for Leaving:
I chose not to continue after my first year in order to move into a more structured and professionally supportive school environment.
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.
Reason for Leaving:After completing the maternity cover, I was offered a permanent role in the newly established Oberschule. However, the teaching focus would have shifted to working with students from underprivileged and problematic family backgrounds, which I did not feel comfortable handling at the time. I therefore decided to not extend my contract.
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.
Reason for Leaving:
Moved back to Germany to be closer to my aging mother.
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, and performance-based)
Role: Founder, Owner, and Director
About the School:
Mega Music was a private music school that I founded in Freilassing. What began with individual piano and keyboard lessons soon expanded into a full music school as demand for other instruments grew. At its peak, the school served around 350 students and employed approximately 15 instrumental teachers, most on a part-time basis. Later, a dance teacher was added, which enabled the school to stage full theatre productions in-house.
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 instrumental teachers across multiple disciplines.
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Organized student recitals, concerts, and an annual school musical involving the entire student body.
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Oversaw expansion of the curriculum to include dance and theatre productions.
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Handled budgeting, purchasing, and maintenance of instruments and equipment.
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Led advertising campaigns, sponsorship outreach, and community engagement initiatives.
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Founded a parent support organization to strengthen school–community ties.
Key Achievements:
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Built one of the largest independent music schools in the region.
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Provided hundreds of children and adults with high-quality music education outside the state system.
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Staged yearly musicals and concerts, showcasing student talent in both music and dance.
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Established an inclusive, ensemble-focused culture that fostered motivation and collaboration.
Reason for Leaving:
Despite strong artistic success, the school struggled financially due to lack of municipal support and high running costs (rent, utilities, salaries, advertising). A parent association attempted to sustain it, but the financial burden remained too high. The school was downscaled and entrusted to four of the most dedicated teachers, who continue to run it today under a different nam
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:
A Volkshochschule (VHS) is a German community education center that offers accessible, non-formal courses in arts, languages, and practical skills to learners of all ages.
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.
Reason for Leaving:
Completed music studies at Mozarteum University, Salzburg.
