Many parents share the same impression when they ask their children about their day at school: the day feels full – packed with information and a wide range of subjects—but there is rarely enough time to explore any one topic in real depth.

Lessons move quickly from one to the next, the school bell often interrupts just as discussions become engaging, and students switch rapidly from mathematics to literature, then biology and foreign languages, in a rhythm that leaves little room for reflection, questioning, or meaningful exploration.

In response to this reality, Avenor College will introduce 90-minute learning sessions for middle and high school students beginning in September 2026.

Why the Traditional 50-Minute Lesson Is Becoming Outdated

The change does not mean “more school” or simply extending traditional lessons. The thinking behind the new timetable is straightforward: students need time to develop deep understanding, ask meaningful questions, make connections, and apply what they learn.

“If we want students to develop critical thinking, analytical skills, and independence, we also need to provide the conditions that make this possible. Deep learning cannot happen in a rush,” explains Dana Papadima, Educational Director at Avenor College.

Longer learning blocks allow teachers to design experiences that more closely reflect how learning happens in real life. There is time for explanation, collaboration, debate, hands-on activities, experimentation, mistakes, and meaningful feedback.

“Sometimes the most valuable moments in a lesson happen only after students have had time to immerse themselves in the topic, formulate their own questions, and begin thinking more deeply,” says Dana Papadima.

This model has been widely adopted for many years in international schools, where longer learning sessions are common practice, particularly at middle and high school level.

Richard Thomason, Head of Secondary School at Avenor College, believes that the way learning time is organised has become an increasingly important topic in international education.

“Across many international education systems, learning blocks longer than 50 minutes are already standard practice. This is not an experimental trend but part of a long-standing discussion about how to organise time in ways that support deep learning rather than simply covering content as quickly as possible,” he explains.

He points to international research on school timetabling and its impact on learning, which suggests that well-designed extended learning sessions create stronger opportunities for inquiry-based learning, collaboration, problem-solving, and immediate feedback. A recent report published by Brown University distinguishes between the amount of time students spend at school and what the authors describe as active learning time – the time during which students are genuinely engaged in the learning process. Ultimately, this is the key question: not simply how long students spend in the classroom, but what kinds of learning experiences that time makes possible.

How Longer Lessons Support Critical Thinking and Deeper Learning

Richard Thomason emphasises that 90-minute sessions are not simply an extension of the traditional lecture-based lesson.

“No student can remain fully engaged for 90 minutes if a lesson consists solely of teacher-led instruction. These learning blocks are effective because they combine different rhythms and approaches: direct instruction, reflection, collaborative work, practical application, feedback, discussion, and independent learning. In reality, longer sessions give teachers greater pedagogical flexibility while giving students more space to think,” he says.

In other words, they reduce the feeling of constantly rushing through the curriculum. Students have more time to process new information, engage actively with ideas, and become participants in the learning process rather than simply receiving new content.

How Student Assessment Changes Within 90-Minute Learning Sessions

Mihaela Ancuța, Mathematics Teacher at Avenor College and BSO Inspector, explains that longer learning blocks also transform the way teachers can assess students’ progress.

“In a traditional 45 or 50-minute lesson, there is often not enough time to truly understand how a student thinks. Within a 90-minute session, however, teachers can observe how students analyse problems, explain their reasoning, collaborate with others, learn from mistakes, and gradually build understanding. At the same time, teachers can design opportunities for inquiry and discovery, creating different contexts in which students think deeply, ask questions, and develop solutions both independently and collaboratively.

For teachers, this is incredibly valuable. Mathematics is about far more than applying an algorithm quickly. It is about analysis, reasoning, exploration, and the ability to transfer concepts to new situations. All of this requires time,” she says.

We invite you to read the full article on the DespreCopii platform.

At Avenor, we actively contribute to the conversation about education in Romania by promoting best practices and collaborating with respected editorial partners in the education sector. Our goal is to bring greater clarity and perspective to the dialogue between schools and families, supporting informed, thoughtful decisions about children’s educational journeys.