Author: Avenor College

The STEAM programne is an innovative educational initiative that focuses on transdisciplinary learning, combining the subjects of Design & Technology, ICT, Arts, and Drama to develop students’ essential skills. 

This year marks the program’s second edition, continuing to challenge and inspire students to explore and create beyond the boundaries of traditional disciplines. Smaranda Nicolau, Teacher of Drama and Media Studies, joyfully shares the experience of the fifth-grade students in the STEAM programme—a journey full of creativity, discovery, and collaboration. 

In the article, you will discover how these young innovators transformed ideas into concrete projects, enthusiastically and boldly exploring the fascinating world of design, technology, and art.

 

Last week saw us wrap up the STEAM program for Grade 5. The program, titled How To Build Another Me, has now run for a second consecutive year. This year, we had the pleasure of inviting parents to observe the outcomes of learning. And observe they did, as almost 60 Grade 5 students huddled together on the terrace of our Secondary building to present what they had worked on in the four subjects that come together to form this transdisciplinary program: Design & Technology , ICT, Arts and Drama.

The Robot and the Story: Improvisation and Creation

For 10 minutes, in their teams of three, students performed short improvised scenes that they had rehearsed in Drama. In these scenes, students had created simple, real-life scenarios exploring a situation in which three people, having a regular day, come across an extraordinary object – a ROBOT.

Each team created their own situation, their own characters and each team came up with a different problem that the robot helps solve (or creates). Students built these scenes from the ground up in Drama classes and developed them independently, through improvisation. 

We very much wanted parents to have access to this imperfect but amazing work-in-progress that showcases their creativity as well as their performance skills. Some scenes were truly remarkable, some were simple and effective, but all students performed and all work was entirely their own. 

From Self-Portrait to 3D Character

The same can be said for the amazing displays teams created to showcase their progress through Arts, where they learned how to create character designs starting from self-portraits and then advancing all the way to printable 3D figures and even Funko-Pop style characters based on themselves. Just like in Drama, learners’ starting point was their own experience. The artistic subjects in STEAM have this opportunity to encourage learners to explore starting not from afar, but from up-close, from what they know best and yet seldom stop to learn more about at this age – themselves. 

When Imagination Meets Technology

The process then moves into its technical side with students developing coding and design skills in ICT and Design & Technology. Whereas the arts allow freedom of expression and promote exploration, ICT and Design & technology anchor this exploration in real-world possibilities. Yes, it is possible to make a machine behave in any conceivable way, but in order to do that, you have to be able to break down the behaviour into small, logical and connected steps (ICT). Yes, it is possible to design anything, but in the end you must understand the limitations of the technology used to make your product – 3D printers can only print a specific format and your design needs to adapt to that format. Yes, the robot could have arms like an octopus, but they’ll probably fall over and not be able to move them. 

Yes, the real world imposes limitations. These are not the enemy of creativity, but ultimately its greatest helper in becoming useful to others. In our minds, we can come up with any story and any design, but in the end, we will perform only the stories that make sense to an audience and create only designs that work and can be helpful to other human beings. 

Input – Process – Output: A Transdisciplinary Lesson

It was this insight that we tried to convey through our STEAM Module in Grade 5. We wanted learners not only to gain conceptual understanding and competencies in each of our subjects (What is Binary Code?, What is Character Design?, How does 3D printing work?, What is a character’s backstory?) – we wanted them to be able to transfer these concepts and use them across disciplinary boundaries. While all of the subject matter being covered in STEAM is still the content of the National Curriculum, teaching these subjects together over the past two years is our way of making learning more relevant and more life-like and connected. But it is also our own way of creating a story of learning, because, as teachers, we know that what links learning together best is a good yarn. 

The Robot — A Little Box, A Universe of Ideas

The story of STEAM is the story of any process – it begins with an INPUT. In Drama, the input for an improvisation is usually the audience’s suggestion of a space for the scene to take place in, or a relationship between the characters. In ICT, the input for machine behaviour is usually a code which prompts actions. These two types of inputs, when looked at closely, are very similar. Human beings also receive code inputs that prompt action. 

The story then continues with a PROCESS by which the input is integrated. 

Here again, the Arts share some part of the process – in Drama and Visual Arts, the process is the slow and gradual acquisition of skill that will allow our hands, voices and bodies to bring the contents of our imagination onto a piece of paper or a stage. It takes practice and it is a process of failing and trying again. 

In Design and in ICT, the process shares different elements – elements of learning about machine capabilities, of learning how to translate what is in our mind into language that a 3D printer can read or into code that a small robot can perform. 

Finally, the story ends with an OUTPUT. This is what we invited parents and teachers to observe. In our case, the output was a presentation of the students’ work in our subjects over the course of a year. The product – a small robot that reacts to the person in front of it by moving its arms, body and emoting with an LCD screen and a speaker. Kids usually design amazing 3D printed parts so the robots are quite a bit of fun, for both the students and their parents.

At the end of the day, though, the robot is only a small box with moving parts. On its own, it wouldn’t look like much. This is one reason why we love it even more – though small, it embodies a big truth about learning. What is visible of learning is often very little. The real learning, the massively interconnected and truly impressive structures of knowledge that get built – we cannot see those, because they are hidden away in another small box, the one that really matters in this case – a young learner’s brain. With its own myriad of inputs, unique and mysterious processes, and the lovely creative outputs it brings into the world, for teachers and parents to see on a Wednesday morning on the terrace in front of the Senior Cafeteria.

Thanks to the kids for taking up our challenge, to everyone who attended and of course, to the dream team of teachers who made it all happen (in alphabetical order): Victor Bratu (ICT), Salih Gokcel (Design), Bogdan Topîrceanu (Arts), Vlad Oancea (Drama).

For young graduates embarking on a career in education and for early-career teachers, the first steps can feel daunting. Too often, the training they receive does not fully prepare them for the realities of the classroom, leaving them to face complex situations without clear guidance, benchmarks, or ongoing support.

That is exactly why, at Avenor, we created “Teachers for Teachers” – a training and mentorship programme dedicated to those who want to turn teaching into a true profession. Starting this autumn, the programme enters its third year of successful implementation.

APPLY NOW TO THE TEACHERS FOR TEACHERS PROGRAMME

We are looking for subject specialists in middle and high school, as well as primary school teachers, to join us for the upcoming academic year – motivated individuals looking for a professional environment where they can grow and become strong education professionals.

Find more information about the recruitment process HERE.

 

What is the “Teachers for Teachers” programme?

A two-year, paid professional training and mentorship programme dedicated to early-career teachers – whether they are graduates of pedagogical high schools, final-year university students, or degree holders who have completed the teacher training module.

The programme provides hands-on classroom support, ongoing mentoring, continuous training, and a practical perspective on teaching in an international and collaborative environment.

At Avenor, quality education is a shared mission, and teacher development is seen as a process that requires support, collaboration, and guidance. From this belief, a safe and generous learning space was born – one in which early-career teachers can learn, experiment, make mistakes, and grow.

What makes this programme special?

More than just a teaching placement, “Teachers for Teachers” offers a full experience within a private international school, with high standards and a team of over 100 Romanian and international teachers with experience in various educational systems.

Participants have the opportunity to work directly with these teachers, observe lessons, co-teach alongside Avenor mentors, and benefit from constant, personalised, and development-focused feedback.

“The Teachers for Teachers programme was a major turning point in my teaching career. Through it, I developed professionally, refined my teaching methods, and improved how I connect with students. I teach Physics following the British curriculum, and through this mentoring programme, I discovered and adopted innovative strategies for explaining complex concepts and making lessons more engaging and interactive.

What I appreciated most about the programme was the collaborative atmosphere, access to diverse resources, and the constant support from experienced teachers. This continuous guidance helped me gain confidence and become more competent – something that clearly reflected in my students’ learning experiences and results.”— Andrei Vasiliu, Teacher of Physics, participant in the Teachers for Teachers programme.

What do participants actually learn?

• How to plan successful lessons tailored to students’ levels
• How to manage a diverse classroom and build authentic relationships with students
• How to create effective and engaging learning resources
• How to work as part of a team in a complex educational ecosystem
• How to turn day-to-day challenges into learning opportunities

“Over the two years, Teachers for Teachers was a valuable professional learning experience for me, full of important lessons and challenges.

In the first year, I had the chance to attend lessons in various subjects, which helped me understand different teaching styles. It was a much-needed experience for a beginning teacher, but also a challenge – having to quickly adapt to each approach. Towards the end of the school year, I began co-teaching with history teachers, which gave me my first real experiences in both teaching and teamwork.

In the second year, I took full responsibility for my own history classes, which allowed me to focus more on the students and shape my own teaching style. Even though I no longer attended as many of my colleagues’ lessons, I continued to benefit from their support and guidance.

If I were to summarise this period, I would say I gained more confidence in my own methods and became truly responsible for my students’ progress.” — Oana Otveș, Teacher of History, participant in the Teachers for Teachers programme.

What sets us apart?

In many schools, beginning teachers are left to manage on their own from the very first day. At Avenor, we believe that strong educators are developed collaboratively, within supportive communities of practice.

The programme follows the format and standards of early-career teacher training programmes from the UK and includes:

• Experience in an international school – continuous in-class training
• Team teaching alongside an experienced teacher
• Development of skills for designing educational resources and lesson plans
• Lesson observation and ongoing feedback from mentors
• Possibility to continue working at the school after the programme ends

At the end of the two years, participants can apply for an internationally recognised certification in the UK, opening the door to a global career in education.

“I feel that I’ve gradually earned my students’ respect – and the fact that many of them enjoy coming to Geography class is, for me, one of the greatest joys. From time to time, I even get messages from parents telling me how much their children love my lessons.

I’ve started to feel that my lessons are becoming more dynamic and interesting – for the students, and for me too 🙂 …

Essentially, my message is one of gratitude – for all the support offered to young, inexperienced teachers. Too often, job adverts state that ‘experience is required’ – but how can someone gain experience if no one offers them a chance?

At 24, you face challenges that few people see. Even though it’s a beautiful time in life, it’s also when you can feel thrown into the deep end without much support or preparation.

I consider myself incredibly lucky that I didn’t have to go through all of this alone.”— Cosmina Costache, Teacher of Geography, participant in the Teachers for Teachers programme.

Who is the programme for?

We are looking for:

• Primary school teachers who are dedicated and eager to learn
• Middle and high school teachers in Mathematics, Economics, Computer Science, English and other subjects
• Graduates or students who have completed the teacher training module (Level 1)

More details about the programme and how to apply can be found HERE.

Where does the programme take place?

The programme takes place at the Avenor College campus in Bucharest – a modern space, equipped with top facilities that encourage collaboration, creativity, and professional development. It is a challenging yet supportive environment for building a solid teaching career.

***

Avenor College is a non-profit educational institution, a bilingual international school rooted in Romanian culture.

Avenor College holds dual accreditation, both in the Romanian system (ARACIP) and in the British system, as a British School Overseas (BSO), representing the UK Department for Education (DfE).

We co-create stimulating learning experiences for each of our students, aged 2 to 18, helping them develop the skills they need for the future. Our vision is to become a positive and innovative educational benchmark in Romania.

Avenor’s mission is to shape the leaders of the future, by challenging students to discover their strengths and talents, to design their own learning pathways, and to shape their own futures.

In early childhood education, the environment plays a vital role in shaping a child’s fundamental skills. From autonomy and self-confidence to social, motor and cognitive abilities – all can be naturally nurtured through direct, authentic outdoor experiences.

At Avenor Nursery, the outdoor space is designed as an integrated learning environment, where every element is intentionally planned to support the child’s developmental stages.

We learn more about how outdoor space can serve as an educational resource that supports the physical, emotional, and social development of preschool children from Cristina Farcaș – Deputy Head of Nursery (Cașin).

 

In recent years, most children have been born and raised in highly controlled environments – often, unfortunately, overly protective ones: overly cautious parents or grandparents, “100% safe” materials and structures, countless indoor play spaces, fewer and fewer opportunities for trial–error–new attempt cycles, and excessive exposure to static activities deemed “safer”, such as screens, television, or worksheets.

The effects of these environments are already visibly present: an increase in various fears or, conversely, a reduced ability to anticipate danger and understand spatial dimensions, hesitation in decision-making, frustration, and clumsiness in social interactions – not to mention the consequences of a sedentary lifestyle.

At Avenor Nursery, nature is a core value that defines us. It is part of the solution offered by our educational philosophy to families who entrust us with their children. Our curriculum is intentionally and structurally built to include outdoor pedagogy: specific topics, field trips, time for outdoor learning, real-life experiences, and more.

Children have direct daily contact with nature for at least one hour in the outdoor space attached to each nursery site. Our playground is not just a space for recreation – it is thoughtfully designed as an open-air classroom where free play, including play that involves a small degree of risk, supports physical, cognitive, emotional, and social development.

The role-play structure, with its slide, climbing panels, and sensory zones for maths and music, is a magnet for storytelling. Here, two children might become jungle explorers while others bang sticks on a vibrating panel. This kind of play helps develop gross motor skills, logical thinking, empathy, and collaboration. Adults supervise the younger children attentively, but always tactfully and non-intrusively, leaving room for freedom of expression and creativity.

The balance and adventure trail gives little ones the chance to overcome fears and build muscle strength. It is a space where they encourage one another – “You can do it!” – and help each other back up when they fall. These are key moments for developing self-confidence and resilience. Even the youngest children, under three, with close supervision from educators, enjoy small but meaningful achievements.

One of the most loved features is the zip line, used independently by the older children and with individual adult supervision by the younger ones. Beyond the ever-present laughter, it becomes a complex exercise in coordination, balance, and courage. Children decide for themselves when they are ready to go, while others cheer them on or applaud them at the end. It is a moment of personal autonomy, risk-taking, and peer support.

In the Mud Kitchen or Arts & Messy Play area, play becomes an explosion of creativity. Children cook up “mud soups” for their friends or paint directly onto paper, their hands, or even stones. These moments foster free expression, fine motor skills, and a healthy relationship with mistakes – because here, there’s no such thing as “too much mess”, only new discoveries.

The barefoot sensory path offers children a full tactile experience – from smooth stones to tree bark or sand. It’s an excellent exercise for body awareness, emotional regulation, and inner calm. Children often delight in comparing the sensations: “This one’s prickly!” “This one’s soft like a cloud!”

In the Little House role-play area, children negotiate roles – “Who’s the family? Who’s visiting?” – and develop vocabulary, social rules, and empathy. Meanwhile, bikes and ride-on toys provide constant movement and independence – “Shall we park here?” “Let’s go to the petrol station!” In doing so, they strengthen their gross motor skills, learn about space and speed, and practise respecting shared rules.

We are proud of how we have managed to meet most of the developmental needs of children aged 2 to 6 through all the elements integrated into our nursery’s outdoor space. In doing so, we not only nurture age-appropriate core skills but also offer challenges to those who can and want to go further. In line with the latest trends in outdoor education, we are ready to meet the specific needs and neurodiversity of the new generations of children.

In recent weeks, the Minister of Education, Daniel David, has brought to public attention one of the clearest and most honest perspectives on Romania’s current evaluation system. He stated:

“It is not fair that the Grade 8 evaluation covers only two subjects and that, based on those two subjects alone, your life path, your secondary school trajectory, is decided.”

This observation opens up an important and urgent conversation about how we assess students — and how accurately these assessments reflect their real learning journey.

Diana Segărceanu, founder of Avenor College and an educational leader with nearly two decades of experience, explains in the article below how a system that truly places the child at its centre works in practice. A system that views assessment as part of the learning process — not as the final destination — and that supports teenagers to grow at their own pace, with confidence and clarity.

For me, this statement was more than welcome. It was a sign that, at last, education in Romania is led by a voice that researches, listens, understands — and has the courage to speak the truth. An academic voice, but a deeply human one.

I believe Daniel David is the best Minister of Education we have had so far — because he sees the system as a whole, while never losing sight of its impact on each individual child.

Why Doesn’t the National Evaluation Work?

As someone who has led a school for nearly 20 years, I can say the National Evaluation has two major flaws:

🔹 It is superficial

It assesses only two subjects — Romanian and Mathematics — entirely overlooking the other essential competencies a child should develop by the end of lower secondary education. It fails to reflect the reality of learning or a child’s true potential.

🔹 It is a source of stress and trauma

Because this single exam determines access to high school, it places enormous pressure on 14-year-olds and their families. It becomes a moment of collective anxiety, with long-term effects on self-esteem and motivation to learn.

The Minister described this phenomenon perfectly:

“Your life depends on the National Evaluation, and so parents adapt to a distorted educational system.”

The Solutions Exist. And They Work.

At Avenor College, we sought an alternative — because we have witnessed first-hand, alongside our students and their families, the effects of this system. And because we know another way is possible.

Our students sit the IGCSE (International General Certificate of Secondary Education) exams at the end of compulsory schooling (at age 16). This is a well-structured international model that assesses students in at least eight subjects — including two vocational subjects of their own choice.

It is a rigorous yet balanced form of assessment. It offers a clear picture of what a child knows and can do — at a more developmentally appropriate age. It does not reduce a student to a single mark. It does not define them by two subjects. And — most importantly — it does not cause trauma.

The IGCSE fosters general knowledge, critical thinking, and independence. It challenges students to take ownership of their learning journey, rather than studying simply “for the exam”.

We Need Meaningful Reform — Not Just Fine-Tuning

The truth is, we cannot build a relevant education system without first taking an honest look at what is not working. And the National Evaluation, in its current form, is just the tip of the iceberg.

“National assessments are not sufficiently informative. You cannot promote eight key competencies and assess only two,” says Daniel David.

It is time to recognise that the problem is systemic — and that our children’s future cannot wait.

If we want a fairer, deeper, and more humane education system, we must have the courage to make real changes — not just adjustments. We need to learn from the models that already work and, together, build a genuine alternative for all students in Romania.

In primary school, learning becomes truly valuable when children understand the meaning behind what they do. When mathematics steps out of the exercise book and into nature—when children measure plants with rulers and divide seedlings into trays—everything begins to make sense. The garden created by the Grade 2 and Grade 3 students provided an authentic learning context where mathematical concepts could be practised, applied, and understood in a concrete and relevant way, firmly anchored in real life. In this way, concepts that might otherwise seem abstract gained meaning and practical utility through direct experience.

This activity is part of the PACT for IMPACT project, through which our school—selected under the “Grants for Pilot Education Units” call funded by Romania’s Recovery and Resilience Plan (PNRR)—aims to bring about a real transformation in how Mathematics is taught in Primary School.

Andreea Dumitrescu, primary school teacher and educational gardening expert within the PACT for IMPACT project, shares how this educational garden took shape and how learning was brought into the schoolyard.

Context

Learning shouldn’t be limited to desks and textbooks. Early exposure to nature and hands-on activities like gardening revives the most intuitive learning environment—one where direct exploration and sensory interaction nurture curiosity, understanding, and respect for the living world.

We launched this project in March with Grade 2 and Grade 3 pupils to explore how practical gardening activities could be meaningfully integrated into the Mathematics curriculum, transforming often abstract concepts into concrete, engaging experiences. This approach brought Mathematics closer to pupils in a playful and interactive way, and proved to be a real success among the children.

Why Gardening and Mathematics?

Beyond developing basic skills, gardening cultivates responsibility, care for the environment, an understanding of plant life, and observation and investigation abilities. Perhaps most importantly, gardening made Mathematics relevant and enjoyable. Through working with soil, seeds, and plants, pupils were able to directly see and apply what they were learning in class.

The gardening activities were intentionally designed to cover a wide range of mathematical skills, tailored to the learning level of Grade 2 and Grade 3 students. Pupils measured plant heights and leaf sizes using rulers, recorded this data weekly in calendars or tables, and tracked plant growth over time. This simple task reinforced both measurement skills and the ability to collect and organise data.

Gardening also provided many contexts for practising basic operations. Planting seeds in trays involved using multiplication to calculate the total number of plants in a tray or in a given number of cells. Some challenges required division, such as figuring out how many pots were needed to plant a certain number of seedlings evenly, or dividing different types of flowers equally into recycled tyres used as planters.

A practical budgeting activity asked students to calculate how many seedlings could be purchased with a set amount of money, based on price per tray, or to suggest material purchases for expanding the school garden within a fixed budget.

Fractions became tangible when pupils divided planting areas into equal parts and drew plants to represent simple fractions such as ½, ¼, ¾, ⅜, ⅖, and ⅓. This hands-on, visual approach greatly supported their understanding of fractions and proportions. The garden also served as an excellent context for exploring geometric shapes.

The project showed that integrating gardening into Mathematics is not only possible but highly beneficial. Pupils were actively engaged, curious, and eager to learn. By measuring plant growth, calculating required resources, or planning garden layouts, mathematical concepts gained direct meaning and relevance. Problem-solving skills were nurtured through real-life gardening scenarios, while peer discussions supported mathematical communication.

In conclusion, educational gardening proved to be an innovative and effective method for teaching and learning Mathematics in Grade 2 and Grade 3. The combination of hands-on outdoor activities and applied mathematical thinking created a stimulating learning environment that contributed to pupils’ overall development on multiple levels.

What’s more, the entire school community—from the youngest to the oldest—now enjoys the beauty of the garden, which has become a daily source of inspiration and joy for all.

Avenor Summer School is a non-formal education programme in English that focuses on the experience it offers to the child.

This year, Avenor College aims to offer children aged 10 to 13 a summer programme that connects them with real-life scenarios, under the theme “In Real Life”, through which they will discover complex perspectives on the world around them. The experiences will take place in Bucharest and the Greenfield surroundings, motivating them to develop essential life skills to help them face their future adult lives.

We invite you to learn more from Andrei Dăscălescu, Educational Coordinator of the Avenor Summer School for Middle School students, about how this summer programme dedicated to children aged 10 to 13 is designed.

What is the theme of this year’s Summer School and what surprises await the participants?
The theme of this year’s edition is “World Explorers: Through Greek Eyes,” a captivating journey into the fascinating world of Ancient Greece. We have created a dynamic programme that blends urban exploration with interactive educational activities, offering students a unique learning experience.

Participants will have the chance to become real explorers, discovering the city through themed activities, solving challenges, and making decisions that will influence their path in an interactive adventure. The programme will culminate in an epic final event, where students will present their own reconstructed ancient city, applying the knowledge and skills developed throughout the experience.

How was this year’s programme designed to offer children aged 10 to 13 an unforgettable experience?
This year’s program is structured into two parts:

• Morning: urban explorations, public transport journeys, treasure hunts, museum visits, and interactions with locals.
• Afternoon: science clubs, debates, storytelling sessions, and creative activities aimed at deepening the Greek theme.

The two weeks of the programme are designed as two major challenges, actively engaging the students:

• Week 1 (June 30th – July 4th): The Talos Challenge – Students will be tasked with rebuilding the mythical Talos to defeat Eris, the goddess of discord. Along the way, they will explore the city, collect essential components, apply scientific concepts, and solve puzzles. This week also includes a trip to Adamclisi, where students will discover important clues for constructing Talos. 
• Week 2 (July 7th – 11th): Rebuilding an Ancient City – Students will be challenged to rebuild an abandoned ancient city, making strategic decisions alongside Athena or Ares. They will debate urban planning, gather resources, and explore various aspects of life in Ancient Greece, from architecture and social organisation to mythology and military strategy. Through this challenge, they will develop collaboration and critical thinking skills, while learning about the importance of their choices.

What are the most valuable aspects of the programme and what benefits does participation in the Summer School bring to children?
The Summer School offers children much more than just an educational holiday. Through active exploration and interactive challenges, students:

• Strengthen their critical thinking and strategic decision-making skills
• Apply interdisciplinary knowledge in a practical and engaging way
• Learn to collaborate and communicate effectively
• Become familiar with urban exploration and community interaction
• Have fun and experience a memorable summer, enhancing their creativity and curiosity

By combining mythology, urban exploration, and active learning, this programme offers participants not just knowledge, but an unforgettable experience, full of adventure and discovery.

Quality education starts with teachers who are committed to continuous learning. In a system where transforming schools is a necessity, the professional development of educators becomes a top priority. Teachers who constantly develop their skills, critically reflect on their practice, and seek inspiration through dialogue with other professionals are the ones who can truly shape students’ educational journeys.

In this context, the DataMathLab Festival is more than an event dedicated to mathematics teaching—it is a platform for learning, idea exchange, and building an authentic professional community. For the second year in a row, Avenor is supporting the organisation of this festival, which will bring together over 200 mathematics teachers from across Romania on 28–29 June in Brașov, along with internationally renowned guests such as Dr James Tanton and Dr Alf Coles.

We are excited that two Avenor teachers will deliver a workshop during the festival, continuing the collaboration with Aspire Teachers and actively contributing to the development of the DataMathLab community of practice.

What does this festival mean for participating teachers? What can they discover and how does it impact their professional path? Find out from Mihaela Ancuța, Mathematics Curriculum Leader at Avenor, in the interview below.

 

The DataMathLab Festival is an event that brings together teachers passionate about mathematics teaching. What drew you to participate and what are your expectations for this edition?

I took part in last year’s edition as a participant, eager to get to know the team I was going to collaborate with in the following school year, as a trainer. I wanted to understand what lies behind the programme, what its vision and objectives are, and what the community surrounding it really looks like.

I was impressed by the impeccable organisation, the attention to detail, and the positive energy of the people running the programme. The festival agenda was intense and diverse: workshops in classrooms and in the schoolyard, alongside student volunteers, and discussions on various topics. I was truly moved by the testimonies of last year’s participants. They spoke sincerely, with joy and gratitude, about their experience.

AN EVENT THAT BRINGS TOGETHER TEACHERS AND IDEAS

My participation this year is a natural continuation of a school year spent alongside the participants of the DataMathLab course in Bucharest. I don’t want to miss such an important moment—one that not only marks the end of a chapter but also opens a new one for future participants and possibly new trainers.

I’m especially excited about this year’s guests and happy that, together with my colleague Dr Daniela Vasile, we’ll be leading a workshop for teachers. I look forward to reconnecting with colleagues from all over the country, and I hope that many students—future teachers—will join us, so we can get to know each other and work together during these two days.

 

The presence of international guests like James Tanton and Alf Coles adds value to the event. What are you hoping to learn from them?

This question reminds me of a special moment from my first year of university. It was the first day of lectures, and a man entered the amphitheatre and wrote on the board: C. Niță. I froze—he was the author of several workbooks from which I had solved hundreds of problems in high school. The joy and emotion of seeing him in real life, knowing I would learn directly from him, was unforgettable. And he wasn’t the only professor I met this way.

MEETING INSPIRING ROLE MODELS IN EDUCATION

Now I feel like I’m living a similar moment. I’m about to meet James Tanton and Alf Coles, two prominent names in contemporary mathematics and mathematics education. This time, though, I’m not just admiring their names—I’ll be paying close attention to how they teach, how they communicate, how they structure a message and capture the audience’s attention. These are teachers who not only know mathematics but know how to convey it with passion, clarity, and joy.

 

A MESSAGE FOR FIRST-TIME PARTICIPANTS

What message would you send to teachers who have never attended an event like this but might be curious about the DataMathLab Festival?

I’d tell those teachers to grab a colleague they enjoy working with, block off the two days in their calendar, and come with an open heart. The DataMathLab Festival is a wonderful opportunity to connect with passionate teachers from across the country, exchange ideas, learn from others’ experiences, and return home inspired.

I’m confident that every participant will leave with at least a few concrete ideas to apply in the classroom and topics for reflection or discussion with colleagues in the staffroom. Plus, the festival takes place in Brașov, a charming, historic city—Saturday afternoon is perfect for a stroll through the old town and for continuing the conversations sparked during the workshops.

You know part of the Aspire Teachers community from the DataMathLab course, where you were a trainer. What have you learned, as a teacher, from this experience?

THE POWER OF LEARNING COMMUNITIES

This year I had the joy of being a trainer in the DataMathLab programme organised by Aspire Teachers. It was an intense and valuable experience, held simultaneously in three centres across the country—I co-led the Bucharest centre with my colleague Dr Daniela Vasile. We worked with 50 mathematics teachers from public schools, through monthly in-person sessions, online workshops, and asynchronous activities.

For me, as a teacher, it was a profound learning opportunity and a chance to reflect on my own practice. I was able to view teaching from new perspectives, to strengthen my beliefs, and to ask myself essential questions about what makes a lesson relevant and effective. I discovered valuable ideas, learned from the experiences of my peers in the public system, and felt part of a community of dedicated professionals seeking to bring about change in education.

On a personal level, I discovered the value of teamwork. Collaborating with Daniela taught me the power of co-creation and the harmony of a well-bonded team, where communication and mutual support make all the difference.

 

What is it like to work with teachers instead of students? How has this experience changed your classroom practice?

COMMON PRINCIPLES IN WORKING WITH STUDENTS AND TEACHERS

I haven’t felt much of a difference between working with students and working with teachers. When I’m in front of a group—regardless of age—I follow the same simple, clear principles: I aim to value every person, every answer, to encourage everyone’s participation, and to make those in front of me feel seen, appreciated, important, and valued. I always want discussions and activities to be conducted with seriousness and responsibility, but also in a warm, open environment where people feel safe to contribute.

I like things to be well-organised, structured, and clear—not as a form of rigidity, but as a foundation for freedom, effective communication, and time well spent for everyone involved. This experience of working with adults confirmed for me just how universal some educational principles and needs are. Naturally, I brought all these lessons back with me to the classroom, in my work with students.

What are the biggest needs of mathematics teachers in Romania, based on your interactions with them?

TEACHERS NEED TO LISTEN TO AND SHARE REAL STORIES

I believe one of the greatest needs of mathematics teachers in Romania is genuine connection with other teachers through real, honestly shared stories. In our interactions, I’ve noticed how much they enjoy hearing concrete examples from classroom life, real situations we’ve experienced, and the challenges we’ve overcome. During the training sessions, the most vibrant and valuable moments were those when we took a detour and told stories “from the field”.

I could sense how they relaxed, gained energy and confidence when they discovered that others go through similar things and find creative solutions. Teachers want to know what their peers are doing and how—whether in different schools or different contexts. Topics like building relationships with students, planning in teams, using resources, or giving feedback—all become engaging if accompanied by real experiences. AI can answer any theoretical question about education. But lived stories, passionately told by teachers for teachers, are irreplaceable. For me, this need for authentic, human dialogue among educators is one of the most profound and valuable.

 

Why is it important for teachers to continually seek learning and training opportunities? What do we risk if we don’t?

FINDING OUR “PROFESSIONAL VITAMINS”

When I think about the importance of continuous training, I first think about myself. Every conference I attend, every course I take gives me much more than just information—it connects me with people, with teachers like me, and recharges me with energy and a positive emotion that’s felt clearly when I return to the classroom. It fills me with a drive to work, with inspiration, and with ideas I can’t wait to try out.

Sometimes I get confirmation that I’m on the right track; other times I discover a new tool, a great book, an interview, a study, or an interesting method for working with students.

All of these are like “professional vitamins”—they help me stay grounded in educational reality, grow, have meaningful discussions with my colleagues, and maybe even become a source of inspiration for others. If we don’t seek out these contexts, we risk stagnating, losing our enthusiasm, curiosity, and sense of professional community. And perhaps most sadly, we risk losing touch with what is vibrant and current in education. That’s why I strongly believe that continuous training isn’t a luxury or an obligation—it’s a natural necessity to remain connected, alive, and relevant in our profession.

 

The DataMathLab Festival takes place on 28–29 June 2025 in Brașov and is organised by the Aspire Teachers Association. Details about the event and how to register can be found on the festival’s presentation page.

For any school, exam season is a moment of utmost importance. At Avenor, however, this process goes far beyond standard rigour – it involves an extensive effort of coordinated action, meticulous planning, and strict adherence to international standards.

To better understand what goes into organising an exam session – from the earliest preparations that begin months in advance to the moment students enter the exam hall – we spoke with Luminița Susanu, Student Programmes Manager and Examinations Officer. With her characteristic professionalism and precision, Luminița offers us a behind-the-scenes look at one of the most complex and vital processes in the school’s life.

Silence in the Exam Rooms Conceals Months of Carefully Coordinated Work

At Avenor, organising an international exam session is a lengthy process, carried out with thoroughness, precision, and constant care for students – so that everything runs perfectly at a high-stakes moment.

It all begins in November, with the arrival of official timetables from Cambridge International (CIE) and AQA. These are adapted to the school’s context, validated by the academic leadership, and subsequently shared with students and parents.

In January and February, a crucial step takes place – the official registration of students. Each choice is checked with the utmost care – even the smallest error can have significant consequences.

March is dedicated to generating final timetables, allocating rooms, and preparing materials. Meanwhile, the logistics team and teachers ensure that every detail is in place.

In April, students attend information sessions on exam regulations, and invigilators – including volunteer parents – are trained to comply with the strict requirements of the international boards.

Then, in May and June, exams unfold at a rapid pace, under clear procedures designed to ensure the fairness and security of the entire process.

Exams Taken by Avenor Students

External assessments at Avenor begin in Grade 8 with the Cambridge Checkpoint exam in Mathematics – a valuable diagnostic tool that indicates students’ academic level and their readiness for the next stage of learning. In Grade 9, students take the Cambridge IGCSE English as a Second Language exam, which strengthens their language skills and familiarises them with the structure and requirements of future Cambridge assessments.

 

The International General Certificate of Secondary Education (IGCSE) exams are taken in Grade 10, following a comprehensive two-year programme and covering multiple subjects. The journey continues in Grades 11 and 12 with A Level exams – in two stages, AS and A2.

AS exams are taken in Grade 11 and represent the first half of the A Level qualification, with students typically choosing 3–4 subjects. In Grade 12, students complete the A Level programme, which is widely recognised for university admission around the world. This stage deepens subject-specific knowledge and academic skills. The subjects are generally the same as those taken at AS level but continued at a more advanced stage, A2. Assessments are mostly written exams, sometimes complemented by coursework or practical components.

All of these exams require detailed logistics – from mock exams under real conditions to securing materials and preparing spaces according to international standards.

Procedural Rigour, Officially Recognised

Adhering to the regulations set by Cambridge and AQA is a commitment shared by the entire Avenor team. Each step is documented, verified, and audited. During this exam session, Avenor was inspected by both boards.

Following the on-site inspection from Cambridge, we received the highest rating – Completely Satisfactory – and AQA inspectors had only words of praise for how the session was organised: professionalism, impeccable organisation, with no recommendations for improvement.

These official recognitions are both an honour and a source of motivation.

Parents – Partners in the Process

For the past four years, Avenor parents have been invited to volunteer as exam invigilators. Every year, over 40 parents choose to participate and support us in this complex process, which demands considerable resources. It is a voluntary contribution that speaks volumes about the spirit of our community, and we are always touched to receive messages of appreciation such as this one:

“Dear parents,

I’d like to share with you an experience I had last year when, out of curiosity, I accepted the school’s invitation to be an exam invigilator. I was present for the Mathematics, Spanish, and History exams, in different high school classes. I was absolutely fascinated by the level of organisation and how well-prepared and disciplined the students were.

In conclusion, if you have an hour and a half to spare or can find a bit of time in your schedule, I wholeheartedly recommend giving yourself this moment of quiet and reflection – it is truly worth it!”

For parents, the experience provides a new perspective on high school life and the real challenges involved in taking international exams. They are impressed by the calm and focus of the students, the high level of organisation, and the opportunity to witness the exam environment first-hand. For students, the presence of parent invigilators – even if they are not their own – can have a calming effect, offering a sense of community and support in a stressful moment.

Exams – A Learning and Confidence-Building Exercise

Beyond testing knowledge, international exams are valuable exercises in autonomy, responsibility, and emotional management. At Avenor, we treat them seriously – not just as an endpoint, but as an integral part of each student’s development and a solid bridge to future academic success.

In early years education, the most profound and lasting learning does not come only from what children hear or see, but especially from what they feel, explore, and experience with all their senses. At Avenor, we believe that these multisensory experiences form the foundation of authentic learning, helping children to make sense of the world they are growing up in.

Tania Răduță, Deputy Head of Nursery (Greenfield) and Academic Learning Lead Nursery, shares more with us about the importance of these sensory experiences and how we integrate them into our daily activities at the nursery.

 

A few years ago, I took part in a workshop that began with a simple yet well-thought-out exercise. My colleagues and I were invited to reflect on a single word: orange. First, we thought about what came to mind when hearing it. Then we looked at an actual orange. Finally, we tasted it.

The words flowed easily: orange, sphere, juice, zest, bright. But soon, deeper and more personal ones emerged: memories, Christmas, family, tradition. What began as a sensory prompt evolved into a powerful exercise in memory, imagination, and connection. A simple orange became a doorway — to feeling, to remembering, to meaning.

This moment strengthened my belief in how powerful sensorial experiences are — not only for us as adults, but especially for the young children we work with every day.

Throughout my years at university, I learned about Jean Piaget’s theory of cognitive development, which helped me understand why sensory experiences are so foundational to early learning. In the Sensorimotor Stage (birth to age 2), children construct knowledge through physical action and sensory exploration. As they enter the Preoperational Stage (ages 2–7), they begin to use language and symbols; however, these abstract ideas are still grounded in concrete, sensory-rich experiences.

According to Piaget, children build schemas — mental frameworks for understanding — by interacting directly with real materials and the physical world. In short, they learn by doing, feeling, and sensing.

Neuroscientists have shown that sensory input — especially smell and taste — is directly linked to the brain’s emotional and memory centres. That’s why the scent of an orange can suddenly transport us to a holiday morning from years ago.

For children, this means that sensorial activities don’t just stimulate the senses — they also shape how they feel, remember, and understand. Multisensory learning activates more of the brain, leading to stronger and longer-lasting learning.

In other words, sensorial experiences are not a supplement to learning — they are the foundation of how learning takes root.

At Avenor, our aim is to create memorable, meaningful learning experiences that connect the sensory with the emotional, and the physical with the cognitive. We believe these are the kinds of moments that stick — that shape understanding and build the deep, lasting learning Piaget described.

When a child rolls dough between their fingers, watches rain splash in puddles, or listens to the rhythm of a story, they are actively wiring their brain for learning. These aren’t just play moments — they are purposeful, educational experiences that support:

• Language development, as they describe textures, tastes, and colours;
• Emotional growth, as they connect experiences with feelings;
• Memory formation, through multisensory encoding;
• Cognitive skills, like reasoning and problem-solving, as they explore, combine, and test ideas.

Here are just a few of the ways we intentionally nurture sensorial learning at Avenor:

• Nature trays filled with seasonal items to explore by touch and smell;
• Cooking club, where children measure, mix, and taste ingredients;
• Listening walks to develop auditory awareness and descriptive vocabulary;
• Texture and collage art to build fine motor skills and visual discrimination;
• Scented playdough and malleable materials for calming, tactile exploration;
• Sand and water play to investigate volume, flow, and cause-and-effect through touch.

These activities may look simple, but they are thoughtfully designed to align with children’s developmental needs — and to offer meaningful, memorable learning opportunities.

As educators, our role is not only to teach children about the world, but to help them experience it — fully, vividly, and with joy. That means making sure they are not only hearing about new ideas, but tasting them, smelling them, holding them, and feeling them.

At Avenor, we believe that when learning begins with the senses, it becomes personal, emotional, and lasting. These are the experiences that stay with a child for life — and that’s what meaningful education is about.

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.