Author: Avenor College

At Avenor, we believe that education is not limited to classroom teaching, but is a complete experience that helps children discover themselves, explore their interests, and develop essential life skills. That is why co-curricular activities play a vital role in our educational philosophy, being carefully integrated into each child’s learning journey, from nursery through to high school.

At Avenor Nursery, this approach begins from the earliest years, in a way that is tailored to each child’s age and individual needs. Cristina Farcaș – Deputy Head of Nursery (Cașin) and Silvana Sofian – Nursery Clubs Coordinator offer us an in-depth look into how co-curricular activities are designed and implemented during this early stage of education, highlighting why discovering passions early on is so important.

We believe that high-quality education begins with rich and varied opportunities for exploration. Our co-curricular offering is carefully designed to complement the core educational pathway and to support each child’s development at their own unique pace, helping them discover their passions and shape the skills that will support their future.

Why are co-curricular activities important in early childhood?

In the early years of life, a child’s brain has extraordinary plasticity. Every experience, interaction, and challenge contributes to the development of neural connections essential for learning, creativity, and adaptability. This is why, at Avenor, we view co-curricular activities not as an “extra”, but as a fundamental part of the educational process. They are an extension of the main curriculum and an opportunity to enrich the Avenor learner profile.

Through sports, art, music, robotics, or mindfulness clubs, children not only develop new skills, but also strengthen executive functions – attention, working memory, and self-control – all crucial for future academic success and adult life.

How do we choose co-curricular activities?

Our programme is thoughtfully curated with consideration for the developmental needs of preschool-aged children, their natural interests, and current trends in early childhood education. Each offering is grounded in a clear educational rationale: to develop talents, build resilience, encourage critical thinking, or nurture emotional expression.

The process of selecting clubs takes into account several factors – age, interests, and the individual needs of the child, to name a few.

At very young ages, up to four years old, rest is a higher priority, so we advise families to consider the child’s individual rhythm and to choose a smaller number of co-curricular activities (a maximum of three per week), each with a shorter duration (around 30 minutes). As the child’s body becomes ready for a more dynamic routine, the number of activities can be increased – again, with close attention to the child’s specific needs.

At such an early age, it may be difficult to clearly identify a child’s interests, so we make choices based on key areas of development and the types of play we observe them enjoying most. As preferences begin to emerge, it is recommended that club choices are made together with the child, involving them in the conversation and listening to their input. The shared joy of discovering new talents and interests strengthens the parent-child relationship and nurtures self-confidence.

Another very important aspect is the parent-educator partnership, which always helps to create a balance between a child’s interests and developmental needs, depending on their age. This is why we encourage parents to consult with educators when choosing clubs.

How do we ensure children have meaningful experiences?

In every co-curricular activity, our educators and teachers act as attentive guides, constantly adapting challenges to match the child’s level of development and interests. The relevance of an activity increases when the learning process is prioritised over the final result. For example, in robotics club, the goal is not simply to assemble robots, but to help children learn logical thinking, problem-solving, and perseverance. In art club, we are less concerned with the final product and more focused on the process of free creation and emotional expression.

Another important factor is adjusting the complexity and duration of clubs depending on age, space, and especially the time and day of the week. A STEM club will never have the desired impact on a Friday at 4:00 pm, just as a mindfulness club is always helpful at the end of the day.

What impact does this approach have?

Thanks to the variety and quality of our co-curricular activities, children at Avenor Nursery have the chance to experiment, to make mistakes, to succeed, and to discover themselves in a safe and stimulating environment. In this way, they begin to build not just knowledge, but passions, vocations, and a solid foundation for a personalised and authentic educational journey.

In a world where many future careers have yet to be invented, we believe that the ability to explore, adapt, and keep learning is the greatest gift we can offer our children.

Avenor Summer School is a non-formal education programme in English that places the child’s experience at its core.

This year, Avenor College aims to offer children aged 5 to 9 a summer programme that connects them with real-life, authentic experiences, brought together under the theme “In Real Life.”

Primary school children will take part in a variety of interactive activities and projects through the Project-Based Learning (PBL) approach. They will explore history and art, learn about real-life heroes and traditions, all while nurturing their creativity and curiosity.

We invite you to find out more from Andreea Dumitrescu Neamțu, Educational Coordinator of Avenor Summer School for primary years, who shares how this year’s summer programme has been designed for children aged 5 to 9.

What is the theme of this year’s Summer School and how is the programme structured?

The theme of the 2025 edition is “In Real Life”, and the entire programme has been designed to reflect the real world in a captivating and accessible way for children aged 5 to 9.

Each day brings a new adventure centred around a Project-Based Learning (PBL) theme. Children will learn about entrepreneurship, explore the traditions of different cultures, and discover inspirational real-life role models. For new students, it’s also a wonderful opportunity to get to know the school, their future classmates and teachers.

Activities include daily outings to the forest, as well as workshops in art, music, movement, drama, and reading – all taking place in a safe and welcoming environment.

What’s new in this year’s edition, and which activities are the children’s favourites?

Among the exciting new elements this year are weekly day trips and visits from special guests – entrepreneurs, police officers, and other professionals – who will bring the PBL themes to life with real-world stories and experiences.

One of the most anticipated activities is the sleepover at the end of the first week – a magical evening filled with games, a pyjama party, a film screening, popcorn, storytelling, and sleeping bags. A truly memorable experience for the little ones.

Water Fun Day remains the children’s favourite and will return with new and equally exciting features. Another highlight from the past two years – the Escape Room – will be back with a magical theme designed to spark children’s imagination and curiosity through creative challenges.

What are the most valuable aspects of the programme, and what benefits does it offer the children?

The greatest advantage? Arguably the perfect balance between learning and fun.

Children learn through play, collaboration, and exploration. They develop critical thinking, social skills, and, most importantly, make new friends.

At Avenor Summer School, the holiday becomes a unique opportunity for personal growth and genuine connection with the real world – in a meaningful and memorable way for every child.

Alexandra first joined the Avenor community in grade Pregătitoare, and today, after an exceptional journey, she is preparing to graduate from high school and begin an outstanding academic path at Princeton University — one of the most prestigious universities in the world, part of the renowned Ivy League, a symbol of academic excellence and elitism.

Raised with values of involvement, curiosity and ambition, Alexandra has always been an active presence in our community projects and a role model for her peers.

We are incredibly proud of her achievement and invite you to hear directly from Alexandra what it means to go through an extremely competitive application process and what concrete steps can lead you to a university that shapes the global leaders of the future.

 

What was the application process like at Princeton?

I applied to around 20 universities in the US, one in Canada (University of Toronto), and five in the UK. To someone on the outside, this may seem excessive, but when you’re an international applicant, it’s more about strategy than overdoing it — and about being realistic. Most top US universities have acceptance rates below 7%, and for international students, the numbers are even lower (sometimes less than 10% of a cohort). It’s important to build a balanced list and to tailor each application to the specific system — personalised, not copy-pasted.

The application process at Princeton is complex, demanding, and very rigorous. Applicants submit transcripts from Years 9–12, international exam results, predicted grades for final exams (A-Levels), a language test (IELTS/TOEFL), and the SAT score (the US equivalent of A-Levels), with a recommended score of over 1500 out of 1600.

You also write a main personal essay of 650 words, which needs to be deep and reflective, plus six shorter essays (ranging from 50 to 500 words). These require personality, coherence and introspection — you have to show how your personal values are reflected in your extracurricular interests.

Then, you fill in the university-specific platform, where you submit a “graded written paper” (a piece of work previously assessed by a teacher) and, optionally, other materials that can support your application (creative writing, research papers, artistic or sports portfolios, etc.).

The interview is conducted by an alumnus and can range from a relaxed chat to a deeply analytical discussion. I was asked questions like: “What would you do with a million dollars?”, “How would you describe the internet to someone from the 1800s?”. At one point, I laughed, thought out loud, and answered without trying to sound too polished. They want to see a human being, not a robot.

Also, throughout the 2–3 months when officers are reviewing applications, you’re encouraged to send academic and extracurricular updates — it’s a chance to show that you’re evolving.

 

Who supported you through this process?

First and foremost, Miss Louisa Dascălescu, our university counsellor, was my constant support. She read, re-read and reinterpreted all the essay drafts — including just hours before the deadline. Her support went beyond technical help — it was also emotional.

I also worked with an external adviser, who helped especially with scholarship applications and niche administrative details.

My teachers played a key role: Mr Valentin Brabete and Ms Jennifer Taylor wrote recommendations that perfectly captured who I am in the classroom.

The Careers Team helped me find the right direction for my interests — from brainstorming to validation.

 

What does a successful Princeton application need to include?

Grades provide a solid foundation — but they’re not everything. A typical Princeton applicant has an average GPA of 3.94/4.0 and an SAT score above 1540, so what really sets you apart is the content of your application. Princeton looks for students who are not only academically strong, but also curious, engaged, and committed to research and community service.

I submitted three research papers — one in which I developed an algorithm that detects brain tumours from MRI images, another on the discrimination of ethnic minority women in gynaecology, and a third about emergency access to healthcare in Romania without identification documents. All had mentors from top universities, received grants, and were either published or reviewed.

The essays are where you truly stand out. You don’t need to write perfectly — but you need to write honestly. And, paradoxically, you must be strategic in your authenticity: each essay should reveal a different side of you, but all together they must tell one coherent story. If someone reads all your essays start to finish, they should feel like they’ve had a conversation with you.

 

What will you study?

A pre-medical track (which represents the first four years of medical studies in the US), with a major in Public Health Policy. I want to understand how to build a healthcare system that not only treats, but also prevents — and how public policies can not only save lives, but also protect dignity.

I believe the intersection of biochemistry, technology, politics and ethics can transform medicine into an act of social justice.

 

What is the balance between academic results and extracurricular projects?

Roughly 40% academic, 60% extracurricular. Often, your extracurriculars are what build your image as a future student. My advice is simple: don’t join dozens of clubs. Choose 2–3 areas in which to deeply invest — lead, coordinate, make an impact.

I was a scholarship student at Avenor, which came with double responsibility: to maintain academic performance and to contribute actively to school and community projects.

 

What do you believe were your strengths that led to this remarkable achievement? And how do you feel now?

Writing. Although it may seem ironic in the case of a STEM student — studying chemistry, physics, maths with statistics, and biology — I believe that my passion for creative writing made me stand out. Honest, metaphorical, imaginative writing.

My main essay went through 20 drafts — some bland, some overly dramatic — until I found the version that truly represented me. The six supplementary essays were even harder to write than the main one — the small word limits force you to remove every filler sentence.

My research projects and civic engagement completed the puzzle. I think the three research pieces showed that I can explore medicine from scientific, political and sociocultural angles. And the fundraising projects for public hospitals in Bucharest, along with my internships — both facilitated by school and independently — reflected my genuine interest in the medical field.

Also, school projects — from the creative writing club and maths magazine to the Christmas charity fairs and mental health mentoring for students in technical schools — all counted, as did my experience with competitive ballet.

Right now, I feel at peace, but also incredibly curious to discover how I can make the most of everything Princeton has to offer.

 

What advice do you have for your peers who will go through the university application process next year?

Don’t be intimidated by statistics or stereotypes. I considered not applying to Princeton at least ten times because of the myth that “only Olympiad winners get in”.

Don’t try to impress. Try to express personality and originality. One of my Princeton essays was about my favourite song from Cars: “Life is a highway”, and my main essay had a rather bizarre metaphor about the impossibility (and attempt) to eat a rock. But it was real, honest, and — ultimately — memorable.

Think of the application as a puzzle — each essay should speak to a different interest, but all should connect to a common theme. Every piece matters and needs to fit with the rest.

Write a lot and write badly. Then rewrite. Then write badly again. Then start over.

And most importantly: don’t let your self-worth be defined by the verdict of a single university.

Now in its third year, the Avenor Entrepreneurship Challenge has become a highly anticipated project among our students. Designed especially for Year 9 students, this competition brings to the forefront the application of knowledge and skills developed in class, offering young people the chance to face a real-life entrepreneurial challenge. From concept to presentation, student teams had the opportunity to launch an innovative food product, which they then showcased in front of a jury, their peers and an enthusiastic audience ready to cheer them on.

Victor Bratu, Teacher of Geography and ICT and the coordinator of the competition, shares in the interview below more about what was new in this edition and how the challenge unfolded.

 

A Project That Keeps Growing

Like any entrepreneurial initiative designed to grow beautifully, the Avenor Entrepreneurship Challenge has evolved from one year to the next. Each edition has been a chance to learn from past experiences, listen to feedback and improve things going forward. Students’ interest has visibly increased – and not only among those in Year 9. The competition is already being talked about throughout the school, and younger students are looking forward to taking part in future editions.

This Year’s Theme: A Healthy Breakfast

This year, the theme was both delicious and challenging: creating a healthy breakfast snack – sweet or savoury – accompanied by a business plan, a promotional strategy and a convincing presentation.

Workshops with the Jury – A Welcome Innovation

For the first time, this year’s edition included workshops led by jury members – both returning and new – with the aim of creating a space for dialogue and learning ahead of the final presentations. This gave students a clearer understanding of what was expected of them, while also allowing the jury to get to know them and to better calibrate their evaluation criteria. All in all, a more transparent and fair competition.

Another first for this year: parents were also invited to attend the final event and watch the student presentations.

8 Teams, Dozens of Ideas and a Lot of Dedication

All Year 9 students took part in this third edition of the Avenor Entrepreneurship Challenge, working in 8 teams. Each team presented their product – which was not only explained but also tasted by the jury. The presentations included business plans, marketing strategies and packaging design.

This Year’s Jury

The jury brought together specialists in education, entrepreneurship, gastronomy and marketing:

• Cornel Dănilă, General Manager “Lăptăria cu caimac” – leadership
• Ioana Bucin, Transformation Manager “Green Group” – business
• Chef Dan Neacșu, Head Chef “Avenor Living” – gastronomy
• Cristian Linaru, COO BADAGOOM – marketing & packaging

After several weeks of hard work to turn their ideas into viable concepts, the students’ final presentations stood out through their originality, clarity and genuine involvement.

The Winning Teams

🥇 First Place – Score: 20/20

Team: Alessia, Ana-Maria, Bianca, Raisa, Teodora and Edith – Year 9 Alfa

Their project impressed the jury with its taste, nutritional balance, flawless presentation and coherence across the entire business plan.

🥈 Second Place – Score: 16.8/20

Team: Abigail (9 Omega), Estera (9 Delta), Natalia (9 Omega), Alessia (9 Omega), Teodora (9 Alfa), Mara (9 Alfa), Anya (9 Delta)

The jury appreciated how well the team worked together and praised their creative idea and standout marketing strategy.

🥉 Third Place – Score: 16.7/20

Team: Constantin (9 Delta), Tudor (9 Delta), Carol (9 Omega), Filip (9 Delta), Ștefan (9 Delta), Toma (9 Alfa)

This team stood out for presenting an innovative product, well packaged and confidently delivered to the jury.

A Competition That Grows Year by Year

In the end, beyond rankings, what remained was the joy of learning by doing, of working together and of building an idea step by step – just like in a real-life project. Something we see happening more and more often at Avenor.

At Avenor, education means more than acquiring information – it is about growth, discovery, autonomy, motivation, and the development of a curious and resilient mindset. That is why the Avenor Nursery’s educational offer includes 10 trips each school year, along with numerous outings to the forest, around the neighbourhood, or to the park – all tailored to the children’s age and linked to the learning objectives in the curriculum.

We leave the classroom as often as possible because learning has no walls, and the world is full of opportunities waiting to be explored. Trips and outdoor activities are like “super lessons” – they develop critical thinking (“Why is the sky blue?”), problem-solving (“How can we cross the river without getting wet?”), and collaboration (“Let’s work together!”).

We invite you to hear directly from Cristina Farcaș – Deputy Head of Nursery (Cașin) – as she shares more about the philosophy behind these activities and their role in the learning process.

 

Every child sees the world in their own way – some explore through endless questions, others through play, or by touching and experimenting with everything around them. At Avenor, we want to give them the chance to learn in the way that suits them best. That’s why we step out of the classroom as often as possible and take them to places where they can explore freely, where their curiosity comes to life, and where each child can engage directly with the real world. In these settings, learning becomes authentic, practical, and memorable, fostering both critical thinking and independence.

The journey itself is an important part of the experience. The route to the destination is full of learning moments – children observe the world around them, ask questions about what they see through the window, chat with one another, and learn how to manage their emotions. Often, the joy comes not just from where we end up, but from the shared adventures along the way. These transitions support learning transfer and offer varied contexts in which children apply what they’ve discovered in the classroom.

 

When we visit a farm, it’s not just about seeing animals – it’s about interacting with them, feeding them, and listening to them. A curious child might ask how sheep recognise their lambs, another might need a bit of courage to touch a rabbit, while someone else may discover that they love caring for animals. Educators are always nearby, ready to make the most of each moment, nurturing each child’s curiosity and motivation.

In nature, children become explorers. Whether they are jumping over puddles, looking for animal tracks or learning about trees, every step is a discovery. If they find a footprint in the mud, it might spark a conversation about who came before them. If they hear a bird singing, they might ask, “What is it saying?”. The educator’s role is to encourage this critical thinking and to guide the children as they search for answers themselves.

History is easier to understand when it can be experienced. If we visit an old house, children do not just hear about the past – they live it for a few moments. “But where’s the fridge?” someone might ask. That simple question leads to a discussion about how food used to be stored. This way, children don’t just collect information – they connect it to their own experiences, enhancing learning transfer.

Play and experimentation are a natural way for children to grasp science. When they see how a mechanism works or build something with their own hands, they not only learn – they understand that it’s okay to test things out, make mistakes and try again. Educators offer the space and confidence children need to explore fearlessly, cultivating resilience and independence.

Beyond discovering the world, these experiences strengthen the children themselves. They become braver, more confident in their abilities. Some might be scared to climb a hill or enter a dark barn. But with the support of their educators, they succeed. In those moments, they not only learn about the place they are visiting – but more importantly, about their own resilience – about how they can overcome challenges and how the whole world can become their classroom.

Learning outside the classroom also offers something essential – genuine relationships. By working together on a challenge and helping one another, children learn to collaborate and support each other. Every experience helps them develop valuable social skills, while educators are there, observing each child’s progress at their own pace.

All these moments enrich the educators’ daily observations, providing a clear picture of each child’s development. At Avenor, education means more than acquiring information – it is about growth, discovery, autonomy, motivation, and the development of a curious and resilient spirit. That’s why we leave the classroom as often as we can. Because learning has no walls, and the world is full of opportunities waiting to be discovered.

The Avenor Summer School is a non-formal education programme in English, centered around the experiences it offers children.

This year, Avenor College aims to provide children aged 2 to 13 with a summer programme that connects them to authentic real-life experiences, under the theme “In Real Life.”

Nursery children will take part in interactive activities, exploring the world around them through programmes offered at the two nurseries locations, Cașin and Greenfield. From traveling by public transport to visiting factories, bakeries, restaurants, sports centers, markets, and even going on mountain trips – each experience will be a valuable opportunity for learning, discovery, and growth.

We invite you to learn more from Dora Crețu, Educational Coordinator of Avenor Summer School for Nursery, about how the summer programme is designed for children aged 2 to 6.

 

What is the theme of this year’s Summer School, and how will the programme be structured?

The theme of this year’s Summer School is “In Real Life”, a concept designed to provide children with authentic real-world experiences. At the Cașin nursery location, the programme will run over three weeks, each focusing on a special theme meant to spark children’s curiosity and desire to explore.

In the first week, from June 30 to July 4, children will embark on a fascinating journey to understand “How does the world work?”. Through interactive activities and hands-on experiences, they will discover the principles and mechanisms that shape the world around them.

The second week, from July 7 to July 11, will take them on an imaginary tour of the globe, exploring the question “Where can you go around the world?”. They will discover spectacular places, diverse cultures, and fascinating traditions, broadening their perspective on the world.

The final week, from July 14 to July 18, will be dedicated to a healthy lifestyle under the theme “What makes life healthy?”. Children will learn about balanced nutrition, movement, and beneficial habits that contribute to their well-being.

By exploring these themes, Avenor Summer School becomes the perfect place for children to explore, experience, and learn about the world around them in a fun and natural way.

This year, for the first time, the Summer School will also be organized for the Greenfield nursery. What can you tell us about this new opportunity?

This year, the Summer School will be organized at the nursery from the Greenfield location, offering a fantastic opportunity for even more children to enjoy a summer full of adventures. With 12 years of experience in organising summer programmes, we are excited to welcome more children to this captivating experience!

The Greenfield programme will last two weeks, from June 30 to July 11, following the themes of the first two weeks mentioned above. Thus, both children who are already part of the Avenor Greenfield community and those joining us for the first time will have a memorable experience.

What are the most loved activities that return year after year?

Every year, the Avenor Summer School offers nursery children an experience full of fun activities, games, and unforgettable moments. The programme is designed to blend learning with fun, so that little ones can discover the world through practical and interactive experiences.

Interactive trips are among the most anticipated activities, giving children the chance to explore new places, observe nature, and learn through play. Water Fun Day is another eagerly awaited and exciting event—a special day where water play becomes the main activity. With pools, sprinklers, and water games, children enjoy a refreshing and joyful experience, perfect for warm summer days.

Themed parties turn each week into a real adventure. A beloved example is the Holi Party, where children have fun throwing colored powder, dancing, and enjoying music in a festive atmosphere full of color and excitement.

Through this mix of play, exploration, and interactive experiences, Avenor Summer School creates an experience for children that brings them great joy, new friends, and many discoveries!

What new activities does the Summer School bring this year?

This year, the Avenor Summer School programme dedicated to nursery children becomes even richer in interactive experiences, designed to help the little ones discover the world around them in a practical and engaging way. The new activities are specially designed to stimulate curiosity, develop autonomy, and encourage learning through exploration.

For children in the 4-5 years and 5-6 years groups, day trips become a wonderful opportunity to explore new places, interact with the surrounding environment, and learn in a real-life setting. Additionally, traveling by public transport will give them the chance to practice orientation and learn how to move safely around the city, turning each journey into an independence lesson.

Another surprise in the programme is the meetings with special guests – professionals from various fields who will introduce the children to fascinating jobs and open new horizons for them. Also, swimming courses, dedicated to the 4-5 years and 5-6 years groups, will give children the opportunity to learn and practice a sport beneficial for harmonious development, improving physical endurance, and enhancing motor coordination.

For little explorers, the activities conducted in the forest will be a real adventure, allowing them to discover nature through play, observation, and sensory experiences that will stimulate their senses and creativity.

Through all these experiences, the Avenor Summer School becomes a learning environment through exploration and socialization, where each day brings a new adventure!

Starting nursery is a significant milestone in family life, making the choice of the most suitable institution—one that understands both the child’s and the parents’ needs—an essential step in the process. But how do you make this decision? What criteria should guide you?

To support families preparing for this transition, Avenor organised the workshop My Child is Starting Nursery, specially designed for parents of children aged 1 to 3 who are about to begin their nursery journey.

We were delighted to welcome curious parents, to whom, alongside Andreea Hănescu – ICF AFF Accredited Coach, NeuroMindfulness Coach – and Avenor’s education and psychology specialists, we provided answers to the natural questions surrounding this important stage for the entire family. The meeting was interactive, offering us the opportunity to discuss all aspects of starting nursery – from parents’ emotions and concerns to the educational approach and curricular vision.

 

For families at the stage of selecting a nursery for their child, it often feels like stepping into unknown territory, unsure of where to begin. It is a period filled with emotions, uncertainties, and many unknowns.

“At the start of this journey, your own conviction as a parent that the time is right for this change should be your foundation. This will enable you to be a calm and reassuring presence for your child during their moments of uncertainty, which are entirely natural in this context. It will also help you communicate more effectively with educators, aiding them in understanding key aspects of your child’s development and play interests.

Early years education lays the foundation for the personal and academic development of the future adult, so it is worth investing our energy in finding an environment where the child feels safe to play freely, curious to explore the world, and eager to learn in an age-appropriate manner.

Additionally, I would add one more criterion, one that is not often discussed: How does the place make you feel the moment you step inside? A nursery may tick all the important boxes, yet the atmosphere and the feeling it gives you might not align with what you wish for yourself and your child.” – says Ioana Botez, Nursery Counsellor at Avenor and one of the event hosts.

 

When selecting a nursery for your child, here are some key elements to ensure you are on the right path:

Safety Measures: Before considering what your child will learn at nursery, you must be confident that they are in a safe environment.

Medical Triage and Medical Assistance: The presence of a nurse and a paediatrician helps efficiently manage situations with a high risk of contagion, as well as providing first aid in case of accidents.

Communication with the Nursery Team: Transparency in daily feedback, addressing delicate situations, and strengthening the family-nursery partnership significantly contribute to your well-being as a parent within this new community.

Curriculum: Understanding what your child learns at nursery and how it connects to the real world are key questions that should have clear answers when the nursery follows a structured curriculum designed to prepare children for the future.

Teaching Methods: The way children are supported in learning through play, exploration, and developing reflective skills after being exposed to new experiences brings the curriculum to life in the classroom.

Anna Bembo is the first Avenor teacher who was also a student at our school. We are proud of this moment in her journey and ours, as her story perfectly illustrates Avenor’s vision of nurturing young people who go on to study at some of the world’s most prestigious universities and later return to Romania to help build a future that reflects their values.

We are delighted to welcome Anna as part of the Avenor teaching team, in her role as a Teacher Trainee at the Avenor Nursery in Greenfield. We invite you to discover her journey from student to teacher at Avenor, in her own words.

How did you choose this path, and what made you return to Avenor?

When I went to university, I was convinced that I would follow a career in child psychology or education. I studied Psychology at King’s College London and then pursued a Master’s in Organisational Psychology at the London School of Economics.

However, after spending years in London, the city became overwhelming, and I started to miss home. I reflected a lot on what truly makes me happy and realised that, although my academic path had led me in different directions, my passion for education had remained constant.

Returning to Avenor felt like the natural step – not just because it is the place where I grew up, but because I love this community – the people, the values, and the energy it holds. Here, I feel surrounded by individuals who share my values – dedicated people who understand how essential this stage is in a child’s life.

How does the school look now from the other side of the desk?

It is a profoundly different experience. As a student, you see school from your own perspective, but now I understand how much work, attention, and dedication go into every lesson. Each class is carefully planned, every child is supported individually, and the teaching team is incredibly involved. I am happy to be part of an environment that places such great emphasis on the holistic development of every child.

It is wonderful to be on the other side of the desk and to be part of a team of passionate people who put their hearts into what they do every day. At the same time, it is a huge responsibility because I know how much a teacher can influence a child’s journey.

What does working with Avenor’s youngest students mean to you?

It is an incredibly rewarding yet challenging experience. The nursery years are fundamental in a child’s development – they are the years when confidence, curiosity, and a love for learning begin to take shape.

What I love most is the fact that I can contribute to their growth, helping them build self-confidence and a desire to explore the world around them.

Then, there are those small but essential moments – when a child runs to hug you in the morning, when you see the joy in their eyes because they have achieved something new, or when they share something from their world with you.

This is the magic of teaching. Every day brings something new, whether it’s an achievement that seems small but means the world to a child, or a surprising question that makes me think. It is a profession that challenges, inspires, and fulfils me every day.

Did you have a teacher who inspired you when you were a student?

Yes, and I am grateful to say that I did. I believe each of them has contributed to the person I am today. Teachers like Octavia Paul, Mihaela Ancuța, and Mihaela Stancu have stayed in my heart, not only for the way they taught but also for the kindness, respect, and care they showed us.

They taught me that a teacher is not just an academic mentor but also an emotional support for their students.

What are your aspirations for the future, and how do you think this experience will shape your career path?

At the moment, I see myself staying in early years education because I feel I can make the biggest impact here. Every day, I learn something new – from both the children and my colleagues – and this continuous growth is something I truly value.

In the future, I would love to explore the field of child counselling. My current experience helps me better understand the emotional and behavioural needs of young children, and I believe this will guide me towards my next professional step.

For now, I am enjoying every day at Avenor, surrounded by curious and energetic children, and I am grateful for the opportunity to be part of this wonderful community.

Choosing an educational path after finishing high school—and ultimately a career—is one of the most significant moments in a student’s life. At Avenor College, this process is supported by a well-structured career guidance and counselling programme, internationally recognised for its quality.

 

“We are proud to announce that Avenor College has once again received the Career Mark International Award, reaffirming the exceptional quality of our career guidance programme.

We are the only school in Romania with an internationally recognised career counselling and guidance programme for high school students, validated by the Career Mark International Award.

Having received this recognition for the first time in 2023, we have demonstrated our commitment to maintaining high standards in supporting our students—from providing access to relevant information and effective counselling to ensuring a real impact on their educational and professional choices,” says Luminița Susanu, Student Programmes Manager and Examinations Officer at Avenor.

A Rigorous Evaluation Process

To achieve this international recognition, Avenor College underwent a comprehensive evaluation process, which included an in-depth analysis of the career counselling programme, interviews with students and teachers, and an assessment of the impact these activities have on students’ educational journeys.

The final report highlighted the programme’s strengths, emphasising the strong leadership of the career guidance team, innovative learning approaches, and the effectiveness of the counselling provided to students. It also included recommendations for continuous development.

From Avenor to Top Universities – The Best Measure of Success

Our students’ success is the clearest testament to the impact of the career guidance programme. This year, Avenor graduates have received offers from over 40 top universities in the UK, Ireland, Europe, and North America, in diverse fields such as Economics, Business, Law, Engineering, Mathematics, Psychology, Biochemistry, and the Arts.

Among the universities our students can choose from are:

• University College London (UCL)
• King’s College London
• University of Warwick
• University of Edinburgh
• Bocconi University
• ESADE
• University of Toronto

Beyond the students’ efforts, these results reflect the high-quality education provided at Avenor, as well as the effectiveness of our personalised and consistent career counselling process.

Supporting Informed Decisions

With so many options available, the university application process can be challenging—not only in identifying the best choice but also in managing the tendency to apply to an excessive number of universities.

To support students in this journey, our counselling team works closely with each individual, helping them develop a clear and effective strategy. The focus is on a well-balanced selection of study programmes that align individual aspirations with secure choices and viable alternatives.

Learning English from an early age is an engaging and dynamic process based on immersion, play, and multisensory methods. 

At our nursery, which follows the British curriculum, children are encouraged to discover English in a natural way through songs, stories, and interactive activities tailored to each stage of development. Throughout their nursery years, they progressively develop their listening, speaking, reading, and writing skills, building their confidence in communicating in English.

But how does this process unfold at different ages? And how can parents support learning at home? We explore these topics with Monica Nistor, Teacher of Literacy at Avenor Nursery.

 

How can children aged 2-3 learn English in a British environment?

Learning English at an early age is based on language immersion, meaning that little ones are constantly exposed to the language in a natural way through age-appropriate activities. At Avenor Nursery, educators speak to the children in English, using familiar expressions, gestures, and tones that aid in understanding.

One of the most effective ways to introduce children to the world of English is through music. Songs and rhythmic rhymes are integrated into the daily routine, helping children learn new words and expressions in an enjoyable and interactive way. The rhythm and repetition of these songs facilitate the memorisation process and create a relaxed learning environment.

Our nursery implements the Jolly Phonics programme, a method for learning the sounds of the English language through a multisensory approach. This helps children learn English sounds through a combination of movement, stories, and visual materials. This playful approach makes learning a natural process, where children discover the sounds of the language without pressure.

How does the process of learning English evolve at different ages?

At Avenor Nursery, the process of learning English is structured by age groups, with each stage having specific methods and objectives:

• 2-3 years (Nursery Group): At this stage, children are exposed to English daily through play-based activities. Puppets, flashcards, songs, and sensory activities are used to familiarise them with the sounds of English. Learning takes place through imitation, with educators focusing on developing basic vocabulary.
• 3-4 years (Nursery Group): Children begin to recognise their own names and the names of familiar objects. Activities are introduced that develop fine motor skills, such as drawing, modelling, and tracing letters on paper, kinetic sand, flour, or foam. This tactile approach makes learning more enjoyable, while also creating strong neural connections essential for memorising letter shapes. Each letter becomes a sensory memory, an imprint in the child’s mind. Exposure to songs and stories continues, and educators encourage the use of simple English sentences.
• 4-5 years (Reception Group): This is the stage where children take their first steps in reading and writing through the Jolly Phonics method, which plays a central role in this stage. It provides a systematic and multisensory approach to learning the 42 sounds of English. 

Each child has their own Jolly Phonics Pupil Book, and alongside workbook practice, worksheets with dotted letters or arrows indicating the writing direction can be used. From the first set of sounds (s, a, t, i, p, n), children are given the tools to read CVC (consonant-vowel-consonant) words like “sat”, “sit”, “pin”, and “nap”, building confidence in their reading abilities.

Work with tricky words – words that are not phonetically readable and must be memorised – is also introduced. Furthermore, group activities and role-playing games help children develop their communication skills in English.

• 5-6 years (Year 1 Group): In this stage, children take an important step in developing their decoding skills, moving from simple sound recognition to understanding the complexity of English spelling. Having learned the 42 basic sounds in Reception through Jolly Phonics, they now discover that a single sound can be represented in writing by several letter combinations.

At this stage, children are encouraged to apply this knowledge in reading and writing simple sentences, and Guided Reading sessions help them build confidence in reading. They also begin to understand the narrative structure of stories and create their own short narratives.

How can parents support English language learning?

Learning a foreign language is not limited to time spent at nursery. Parents play a crucial role in this process, and their involvement can make a significant difference. Here are some recommendations for supporting English language learning at home:

Introduce songs and stories in English: Listening to English songs daily or reading stories helps children associate sounds and words with images and familiar contexts.

Use simple phrases at home: Try to incorporate common expressions into daily conversations, such as “Good morning!”, “Let’s wash our hands!”, or “Time to eat!”, so that the child becomes accustomed to them.

Provide illustrated books and interactive materials: Books with images and sounds, puzzles, and educational apps can stimulate a child’s interest in English.

Encourage learning through play: Role-playing games, puppet theatre, or creative activities like drawing and modelling can include English elements without the pressure of formal learning.

What are the benefits of learning an additional language from an early age?

Studies show that learning a foreign language from an early age brings numerous cognitive and social benefits. Bilingual children develop more flexible thinking and have a better ability to solve problems. Additionally, their working memory is more efficient, and their concentration skills are enhanced.

Beyond cognitive advantages, learning a foreign language contributes to the development of empathy and social skills. Children who speak multiple languages are more receptive to different cultures and have a greater openness to diversity.

At Avenor Nursery, we create an ideal environment for young learners to develop their English skills naturally through play, exploration, and modern teaching methods. Our goal is to equip children not only with linguistic competence but also with the confidence to communicate in English, ensuring they build a solid foundation for their educational journey.