Author: Avenor College

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.

Avenor is part of the OECD Schools+ network, where it leads the Cognitive Engagement working group, exploring strategies to help students become more engaged and aware of their own learning process. In this context, Dr. Mihaela Stancu, Romanian Language and Literature Curriculum Leader, is conducting a research project at Avenor in collaboration with Dr. Elizabeth Hidson from the University of Sunderland, with the aim of developing metacognition in students—the ability to reflect on, analyse, and optimise the way they learn.

This project directly contributes to Avenor’s strategic goal of co-creating, by 2031, a comprehensive and flexible curriculum that is connected to the realities of a rapidly changing world.

Transformative education involves more than just acquiring information—it is a deep learning process that helps students develop autonomy, intrinsic motivation, and the ability to tackle complex real-world challenges. By integrating metacognitive strategies into teaching, this project supports students in building transferable skills that will enable them to successfully navigate the challenges of an ever-evolving global environment.

We invite you to explore this article for insights into the first phase of the research and the impact of these new approaches on the development of student autonomy, critical thinking, and active engagement in learning.

 

Author: Dr. Mihaela Stancu, Romanian Language and Literature Curriculum Leader at Avenor College

What if the most important lesson in school wasn’t a subject, but a skill—the ability to think about your own thinking? 

As part of our work leading an OECD Schools+ network of 40 schools worldwide, Avenor is investigating how to strengthen cognitive engagement in students. Our latest research focuses on metacognition, exploring how students can develop the self-awareness and strategies needed to become truly independent learners.

We’re excited to share with you the results of the first phase of this innovative research taking place in our Grade 6 classrooms. As part of our commitment to providing the very best education, our English, Romanian, and Mathematics departments have been working together to explore how we can help students become more thoughtful and independent learners.

At the heart of this project is a simple but powerful question: How can we help students think more deeply about their own learning? Research shows that when students develop metacognitive skills (such as the ability to plan, monitor and evaluate their own learning), they become more confident, more independent, and better equipped for future challenges. This is what educators call ‘metacognition’ – essentially, thinking about thinking.

Over the past term, our teachers have been exploring different ways to help students reflect on their learning:

• In English lessons, students learn to plan and structure their writing more effectively. 

• In Romanian, we develop students’ ability to ask deeper, more meaningful questions to enhance comprehension and discussion. 
• In Mathematics, students reflect on their work and they have been learning to assess their own understanding and identify areas where they need more practice.

What makes this project particularly special is its rigorous research foundation. We are working closely with Dr. Elizabeth Hidson, a Research and Knowledge Exchange Fellow from the University of Sunderland in the UK to ensure our research meets high academic standards. Our research follows established frameworks, drawn from our school participation in the OECD Schools+ project, where we lead one of the six domains of the pedagogical taxonomy drawn from schools’ experiences – the Cognitive Engagement domain.

This means that not only can we be confident that what we’re doing works for our students, but we can also share our findings with other schools across Romania and internationally.

Our multilingual setting adds another fascinating dimension to this research. Studies suggest that metacognitive strategies are transferable across languages, meaning that students can apply deep learning techniques whether working in English, Romanian, or even through the language of mathematics. This insight is particularly relevant for our diverse student body and strengthens our commitment to fostering adaptable, independent learners.

Here are some key insights from the first phase of the research data:

Student Learning Habits and Metacognition Awareness

• The questionnaire about students’ learning habits revealed that while most students acknowledge the importance of knowing how to learn (50-84.2%), many rely more on extrinsic motivation (grades) rather than intrinsic motivation (curiosity).
• A significant percentage of students do not value and, therefore, do not actively use metacognitive tools like mind maps or mnemonic devices, but over half (50%+) engage in self-reflection and try to understand the material beyond memorization.

Disciplinary Approaches to Metacognition

• English: Focused on planning strategies, using tools like the PEEL method and Frayer charts to help students structure their thoughts and writing. Teachers noted that while some students adopted these tools independently, others required repeated exposure and explicit modeling to internalize them.
• Romanian: Focused on monitoring strategies, particularly through smart questioning techniques. Introducing structured questioning frameworks (e.g., Funnel questions, See-Think-Me-We) reduced the tendency for students to ask superficial questions and improved their ability to engage deeply with texts.
• Mathematics: Emphasized evaluation strategies and self-assessment. Students were encouraged to analyze their mistakes, reflect on problem-solving approaches, and assess their learning process through guided self-evaluation questions.

Student Impact and Reflections

• A key takeaway from the study was that some students had never previously reflected on how they learn. One student was so inspired by the process that she requested a whiteboard at home to organize her study strategies.
• Students become more aware of their learning processes when strategies are explicitly named and explained.
• Regular practice and multiple opportunities to use strategies are crucial for success.
• Students can transfer learning strategies between contexts when they understand the purpose of the tools.
• Teachers observed that explicitly naming and practicing metacognitive strategies helped students transfer them across subjects. Some students, for instance, used the PEEL structure for writing in unrelated assignments without being prompted.

Lesson Observations and Bilingual Learning Context

• External observations (by the researcher or school senior leaders)  highlighted that structured metacognitive strategies were evident regardless of language—whether English, Romanian, or Mathematics.
• The presence of clear frameworks allowed even non-native observers (Dr Hidson) to identify structured thinking processes, reinforcing the transferability of metacognitive strategies across disciplines and languages.

The first phase of our research represents just the beginning of our journey. We’re now moving into a second phase where we’ll be refining these approaches further, to add measurable impact. We will focus on developing more systematic implementation procedures and more precise measurement tools. These are the things that will help share good practice and build understanding when presented to other teachers inside and beyond the school.

Our goal is to develop a model of excellence that can benefit not just our own students, but be shared with schools around the world.

We believe a research-based approach to teaching and learning sets our school apart. It demonstrates our commitment not just to high-quality teaching, but to continuous improvement based on evidence. We’re building a learning community where everyone – students, teachers, and leaders – is always growing and improving.

We’re proud to be pioneering these approaches to learning, to take an evidence-based approach to improvement, and even prouder of how our students have embraced them. As we continue this journey, we’ll keep you updated on our progress and the new insights we gain along the way.

Choosing the right school for your child is a decision that carries great responsibility, as well as a lot of searching. At Avenor, we understand how important this moment is, which is why we organize a special event every year — an Open Day — offering families who wish to find the ideal school for their child the opportunity to visit and see how learning takes place at Avenor.

It’s a special moment where families — parents and children — are invited to see the school in action, participate in lessons, and engage with the school’s educational leaders.

We invite you to get to know us better at Discover Avenor on March 19th. Details about the event and registration information can be found HERE.

In the interview below, Richard Thomason, Head of Secondary and one of the event hosts, talks about the essential criteria for choosing a school and the aspects every family should consider to find the ideal educational environment.

 

Why is it important for families to participate in an Open Day?

Open Day events are an excellent opportunity for families to truly discover the atmosphere of a school and identify the elements that set it apart. It’s one thing to read about a school and quite another to explore it, walk through the halls, see students in class, and meet the teachers who will contribute to your child’s development. At Discover Avenor, parents and students have the chance to interact with the school’s educational leadership team, talk with some of our students, and hear their learning journey stories, as well as discover, from the inside, the culture and values that define our community.

What should parents focus on when choosing the right environment for their child?

Every child is unique, and the school should support and nurture this individuality. When visiting a school, I recommend that parents look for a warm and inclusive environment that allows children to develop at their own pace, in harmony with their talents and personal interests. Teachers and the curriculum are the key elements that define the quality of a school. In our view, academic excellence and personal development must be fundamental priorities.

A school should be a place that feels like a second home — a space where children are encouraged to explore, ask questions, and develop harmoniously. Our educational philosophy aims for each student to gain knowledge, develop skills, and cultivate their character.

That’s why we ensure that each student receives the necessary support, is challenged, and is equipped with the essential tools to reach their full potential.

What sets Avenor apart from other schools?

Our values are the pillars that guide us in all our activities. At Avenor, we do not limit ourselves to teaching; we are dedicated to shaping students into responsible, confident, and engaged individuals. Our educational approach is dynamic, integrating both the British and Romanian curricula in a way that prepares students for the future, while still maintaining a strong set of values. Our students not only excel academically, but also develop resilience, creativity, and leadership skills — essential life competencies.

A Commitment to Excellence: Avenor Scholarship Programme

One of the ways we celebrate and support excellence is through our scholarship programme, an initiative dedicated to exceptional students — those who demonstrate not only outstanding academic results but also leadership potential and a genuine passion for learning.

The scholarship admission process is now open, and high school students interested in applying can take advantage of the Discover Avenor event to visit the school and get to know it better. It will also be an excellent opportunity to explore in detail the educational offerings we provide and learn about the exceptional opportunities we offer to our students.

Accredited Career Guidance and University Entry Programme

Whether we’re talking about learning experiences outside the school or leadership programmes that support students in running independent projects, we ensure that they acquire and develop essential competencies that will help them in real life in the future. Additionally, through the complex process we guide them through for admission to top universities, we ensure our students go to the universities they desire, whether in Europe, the UK, or anywhere else in the world. Avenor is the only school in Romania to have received the Career Mark International Award, confirming the exceptional quality of the career guidance programme we offer our students.

Join Us at Discover Avenor

I invite all parents who are in the process of choosing the most suitable school for their child to attend Discover Avenor on March 19th. We aim to engage in an open and honest dialogue that will give parents and students a clear understanding of the school and help them decide if it’s the right choice for their educational needs.

For over 10 years, every family stepping into Avenor Nursery has been welcomed by Oana Fotino, Admissions and Office Manager. With warmth and professionalism, she has been the first point of contact, opening the door to a new chapter for both children and parents. Emotions, questions, and concerns have all reached her first—the person who has provided answers, guidance, and reassurance throughout the admissions process, from exploring the campus to understanding the specifics of British education.

In this article, we invite you to hear directly from Oana about what an admissions meeting looks like, the most common questions parents ask, and how she helps them make “the right choice” for their child.

I clearly remember my first meeting with a mother who, with eyes full of emotion, told me: “This is the first time I have to leave my child in someone else’s care. How can I be sure I’m making the right choice?” This is a question I have heard countless times in my more than 10 years of experience in admissions at an international nursery.

Choosing a nursery is a turning point for any family. It is the place where a child takes their first steps outside the comfort of home, learns to be independent, interacts with other children, and discovers the joy of learning through play. That’s why parents feel immense pressure: “Did I make the right choice?“

A mother expresses her fear and her desire to make the best choice for her child—the need to be sure that their little one will be in a place where they feel loved and cared for. This concern is something we often encounter in our discussions. Experience has shown us that for parents, aspects such as emotional security, educational methodology, and open communication are essential.

In our conversations with families who visit Avenor College, we have identified several key aspects that provide them with peace of mind when making their decision:

The child’s emotional security and comfort

Parents seek an environment where their child feels safe and is cared for with affection. At Avenor, we understand that each child is unique, which is why our teachers create a warm and familiar atmosphere. Adaptation is done gradually, increasing the time spent in nursery step by step and respecting each child’s individual pace.

Teaching methodology

One of the most common questions I receive is: “What teaching method do you use?” Parents want to know if the nursery encourages exploration, curiosity, and the development of social-emotional skills. A well-balanced curriculum that combines elements of play, experimentation, and active learning is essential for harmonious development.

At Avenor nursery, activities are initiated both by teachers and by children, fostering active engagement. Creativity is a fundamental part of the educational process, and we incorporate it into all areas of development. Every month, we explore a new educational theme, and the classroom transforms into a magical space, thanks to our ongoing effort to stimulate learning through innovative methods and resources.

Open communication between parents and educators

Parents want to be actively involved in their child’s education and to be regularly informed about their progress and adaptation. At Avenor, we have built a transparent communication system between educators and parents, ensuring that every family feels included and heard.

Our interactions with parents include regular discussions about their child’s progress and integration into the school community. Daily verbal feedback, periodic assessments, and parent meetings are some of the methods we use to maintain a strong connection with families.

Daily routine and balance between play and learning

A well-balanced day at nursery includes moments of free play, both indoors and outdoors, guided activities, and time for rest. When parents see that the daily routine is well-structured and adapted to their child’s needs, they feel more confident in making the decision to enroll them in our community.

Gradual adaptation and support during separation

Another crucial aspect is how a child is helped to adjust to their new environment. Many parents worry about their child crying on the first day of nursery, but I always tell them: “This is a natural process and part of their growth.”

With the support of educators and our counsellor, a gentle transition can make this period a positive experience for the entire family.

Every family has its own criteria and values when it comes to early childhood education. What I have learned over the years is that, beyond educational programmes and modern facilities, parents are looking for a place where their child will be happy, confident, and excited to return every day.

Choosing a nursery is more than just a logistical decision—it is a decision made with the heart. That’s why I always tell parents: “Look at your child. If they leave with a smile, then you know you have made the right choice.“

To support families preparing for this new stage—the start of nursery—on 12 March, we are organising the free workshop Copilul meu începe grădinița, dedicated to parents of children aged 1 to 3 years.

With a special guest and the support of my colleagues—psychologists and education specialists—we will explore together how to help children transition smoothly and naturally from the family environment to nursery.

You can find more details about the event and how to register on the Copilul meu începe grădinița web page.

At Avenor College, we had the pleasure of hosting the second edition of the regional stage of the prestigious Oxford Schools’ Debate Competition, one of the largest debating tournaments for high school students in the world.

The event brought together 64 debate enthusiasts from 9 international schools in Romania, who, for one day, put on a true showcase of argumentation, logic, and teamwork. Avenor was represented by 12 enthusiastic students, coached by Louisa Dăscălescu, History and English teacher and the main organiser of the competition.

The stage consisted of three rounds of debates in the British Parliamentary format, and the best two teams qualified for the final in March, hosted by the University of Oxford.

Congratulations to the Avenor team, consisting of Teodora (11 Alfa) and Sonia (11 Omega), who won this round of the competition and will represent our school in the final stage in England!

Just like in the first edition, we were joined by two students from the University of Oxford – Nicole Wong and Alex Chan, from Hong Kong, who study Philosophy, Politics, and Economics (PPE). They explained the rules, judged the competition, and provided valuable feedback to the participants.

Debates and Critical Thinking

In an interview after the competition, Nicole and Alex spoke about the importance of debating, their impressions of the regional stage organised at Avenor, and offered advice to students preparing for university admission.

Nicole: Debating helps students analyse issues from multiple perspectives, think quickly, and express their ideas clearly. These competitions offer them the opportunity to tackle complex topics and develop critical thinking.

Debate Motion

The competition challenged participants with engaging motions on education, representation, and language policy. One motion explored the role of generative artificial intelligence in secondary and higher education, questioning whether it should be integrated as a learning tool or discouraged. Another motion discussed the portrayal of people with disabilities, debating whether presenting their lives as inspirational is beneficial or problematic. The third motion focused on education and language, analysing whether developing countries should adopt a global language instead of their local languages as the main language of instruction.

Alex: Debating helps students to clearly structure their thoughts, even when they have to argue for ideas they don’t necessarily believe in, and it helps them develop their communication skills. Additionally, it raises their awareness of current events, challenging them to reflect on complex issues in today’s world.

Impressions from the Regional Stage at Avenor

Alex: The students at Avenor and in Romania, in general, presented solid arguments and were actively involved in the debates. The level of competition was high, and their critical thinking impressed me.

Nicole: Judging in Romania was an interesting experience, as it gave me a different perspective on how students approach arguments. The unique cultural and educational context made the competition even more captivating.

How Debating Contributes to Personal Development

Nicole: Participating in debate competitions teaches students how to cope with both success and failure, developing their resilience and self-confidence. In debates, you can win or lose, but what matters is your ability to learn from each experience.

Moreover, the competition challenged participants to quickly tackle unfamiliar topics and formulate their arguments on the spot, a crucial skill both in debates and in life.

Conclusions

Reflecting on their experience at Avenor, Alex and Nicole appreciated the dedication and talent of the students, encouraging them to further refine their debate skills. Critical thinking and the ability to present compelling ideas are valuable skills in both academia and students’ future careers. They also offered several pieces of advice for choosing a career path:

🔹 Choose carefully what you want to study – Nicole emphasised the importance of clarifying academic interests. Whether you want a stable career or are passionate about a specific field, choosing a university and programme should align with your objectives. It is also useful to analyse the differences between educational systems, such as the broad curriculum in the USA versus the specialised approach in the UK.

🔹 Constant work and preparation – Alex highlighted the importance of sustained learning, whether for A-Levels, standardised tests, or admission interviews. “Hard work always pays off. Practice helps you understand your strengths and weaknesses, giving you more confidence in the admission process,” he said.

🔹 Time management and avoiding procrastination – Balancing study and leisure time is essential. Alex recommends setting a clear study schedule to avoid procrastination and maintain high-quality work.

🔹 A solid support system – Nicole emphasised the importance of friends and mentors who can provide guidance and motivation. “A good support network helps you manage stress and stay focused on your goals,” she noted.

At Avenor, we strive to provide our students with genuine support in choosing their educational path beyond Avenor and selecting a career through a state-of-the-art education and counselling programme, comparable to those offered by the world’s top schools.

As part of our counselling team, Louisa Dăscălescu, a History and English teacher, has recently earned the title of THE Accredited Counsellor—a certification that has granted her access to the latest insights and solutions to help students make informed decisions about their academic and professional future.

We invite you to hear directly from Louisa about her experience and the new approaches she brings to the student counselling process.

You recently became a THE Accredited Counsellor. What motivated you to follow this course?

I believed THE Counsellor Accreditation Programme would give me access to expert opinion and experiences, feedback from schools with growing graduate bodies, and advice on how to best utilise technology to support counselling. It really delivered on what it promised and tackled the challenges students face both presently and in the future in a way that felt both informed and cutting edge. 

What will the future of work look like? How can young people build skills that will help them navigate it? What role does higher education play in this future? How can we reassure and support young people? 

These were some of the key questions the course engaged with that I found particularly compelling. It was also rather reassuring to know that students all over the world have similar questions and uncertainties. 

If we think about how fast technology has developed over the last twenty years, we can begin to understand the difficulty of picking a career when we can only guess what the next twenty years will look like!

 

What are the key challenges students face when choosing a university and career path, and how does Avenor support them in making informed decisions?

As a teenager and (in all likelihood) throughout our lives, it is daunting to choose what direction your life should take, to know whether that choice is ‘right’, and how to filter through an overwhelming number of possibilities. 

American poet and author Sylvia Path presents this challenge through the following metaphor in The Bell Jar: “I saw my life branching out before me like the green fig tree in the story. From the tip of every branch, like a fat purple fig, a wonderful future beckoned and winked…I wanted each and every one of them, but choosing one meant losing all the rest.” 

For Avenor students, our LOTC programme and counselling is focused on helping students be knowledgeable about themselves, their interests and their skills so they are ready to prune their own “green fig tree” with confidence in their aspirations, values, and abilities. We introduce young people to a range of post-18 options and our counselling for higher education is focused on ensuring students find their ‘best fit’ university or institution. Ultimately, we want students to understand they’re making choices for now and not forever; choosing one thing now doesn’t mean losing “all the rest.”

 

How has this accreditation deepened your expertise, and what new insights do you bring to students as they explore their academic and career options?

I’ve been in a career and university counselling role for 6 years: above all else, this accreditation gave me a point of comparison. Listening to lectures, interviews with experts, and projects by counsellors from all over the world helped me assess if what we’re doing at Avenor meets or exceeds the standard of career guidance globally. 

Through a triangulation of our approach, THE Career Accreditation Programme’s suggestions and the Career Mark Award evaluation, it became clear that Avenor is offering students a bespoke programme that is both data-led and personalised. 

As someone with luddite tendencies, I also feel the programme pushed me out of my comfort zone and really made me consider the added value AI can have in the context of counselling and the university research process.

 

How can career guidance make a real difference in a student’s university or career choice?

It’s always helpful to have a guide when navigating new experiences, and that’s true for choosing a post-18 pathway, as well as going on holiday somewhere unfamiliar. 

Career guidance is there as a pillar of support: primarily, it strives to be impartial. While students face the pressure of expectation from different internal and external sources, a counsellor can offer well-informed feedback that aligns with the aspirations of students. All counsellors take the application journey with each student and family; supporting the process of identifying entry requirements and examinations, or guiding and reviewing motivational essays. 

However, school-based career guidance creates networks and bridges for students that can substantially improve the quality and efficiency of university applications by bringing the team around the student: keeping parents informed, building relationships with prospective universities, working with the school administration to ease the logistics of applying to university, and liaising SLT (as I explained in this article) to ensure policies and student needs are met. 

At Avenor, these factors are further enhanced by the fact we know our students well and offer individual career guidance meetings for students and families alongside the four year LOTC programme. 

PACT (Applied Projects in Transdisciplinary Contexts) for IMPACT is an innovative initiative marking a significant step towards modernising education in Romania. What makes this project unique is the collaborative partnership at its core—an international private school and a public school working together to develop innovative, scalable, and replicable teaching and learning models that can be implemented in any school across the country.

Our school has been selected under the “Grants for Pilot Education Units” programme, financed through European funds (PNRR – Romania’s National Recovery and Resilience Plan), to lead a project that will redefine how mathematics is taught and learned in primary education.

The funding agreement was officially signed in December 2024 at the Ministry of Education.

A Partnership Built on Collaboration

Avenor’s partner in this initiative is Gheorghe Vernescu School in Râmnicu Sărat, a public school with a highly diverse student population in terms of economic, cultural, and social backgrounds.

Together, we are implementing the PACT for IMPACT project, which was submitted in July 2024 and selected among 51 winning projects from a total of 129 applications.

Following two visits—one at Avenor and one at Gheorghe Vernescu—we are more convinced than ever that this collaboration will take us where we aspire to go. The dedication, resilience, and enthusiasm of the teachers in Râmnicu Sărat, guided by Geanina Lalu Popescu and Angelina Rivera Rocabado, have deeply impressed us.

Why is This Project Important?

At Avenor College, we always look to the future, fostering partnerships that have the power to transform education. PACT for IMPACT is a clear example of this commitment.

“This initiative is one of the first steps in expanding Avenor’s educational model, spreading our philosophy and best practices to a wider community. Designed as a scalable and replicable framework, the project has the potential to be implemented nationwide, contributing directly to the modernisation of the Romanian education system. We are thrilled to be pioneering this change in partnership with a state school ready to experiment with new approaches to teaching and learning, demonstrating their effectiveness and long-term benefits.” — Diana Segărceanu, Founder and Executive Director, Avenor College

Transforming the Way Mathematics is Taught

PACT for IMPACT focuses on developing mathematical literacy and critical and creative thinking skills, while also providing teachers with access to continuous professional development, mentoring, and co-teaching opportunities. The transdisciplinary approach connects mathematics with real-life situations, making learning more engaging and meaningful for students.

“Many students struggle with mathematics, finding it abstract, difficult, and disconnected from real life. Traditional teaching methods—explanations, examples, and exercises—often fail to address students’ diverse learning needs, leading to low motivation and rote learning. This project introduces a new approach focused on concept exploration, fostering a deeper understanding and enabling knowledge transfer across subjects. Additionally, it provides tools for self-reflection and teaching mentorship, encouraging collaborative learning and professional development within our educational communities. Our goal is to make learning both effective and engaging, tailored to the needs of both students and teachers.“— Daniela Vasile, Director of Learning at Avenor and Educational Coordinator of the Project

Through mentoring, teacher training, and the development of professional learning communities, this project aims to redefine the learning experience, ensuring it is both impactful and student-centred.

Key Components of the Project

A vital element of PACT for IMPACT is the “School After School” programme at Gheorghe Vernescu Secondary School in Râmnicu Sărat. This initiative provides 120 students from disadvantaged backgrounds with access to interactive workshops and themed clubs, offering them a structured and engaging learning environment under teacher supervision. The programme follows a transdisciplinary approach, ensuring that learning remains relevant and connected to real-world contexts.

“Our mission is to transform our school into a more engaging, relevant, and conscious learning environment. Schools evolve when teachers evolve. This project supports the professional growth of educators, equipping them with the skills needed to meet students’ needs and align with 21st-century educational standards. It also helps reduce school dropout rates by providing stimulating and inclusive learning experiences that benefit the entire school community.” — Geanina Lalu-Popescu, Headteacher, Gheorghe Vernescu School

Additionally, the project will develop, test, and introduce a teacher competency framework to help educators adapt their teaching methods to modern educational standards.

Innovation and Long-Term Impact

By embracing a practical and transdisciplinary approach, PACT for IMPACT has the potential to change students’ perceptions of mathematics, making it more accessible and applicable to their everyday lives. Teachers will be empowered to implement innovative teaching strategies, fostering a more inclusive and forward-thinking educational environment.

PACT (Applied Projects in Transdisciplinary Contexts) for IMPACT, project code e-PNRR 22, was selected under the “Grants for Pilot Education Units” call and is funded through Romania’s National Recovery and Resilience Plan (PNRR).

The project will be implemented between December 2024 and March 2026, with a total budget of 1,915,403 RON (including VAT and ineligible costs), allocated as follows:

• Avenor Secondary School: 808,884 RON (€161,776)
• Gheorghe Vernescu School: 1,106,519 RON (€221,318)

At the 6th edition of the “What’s Worth Learning” conference, Dr. David Willows and Suzette Parlevliet encouraged us to view learning from a fresh perspective by posing a thought-provoking question: What do we need to unlearn?

As experts in assessing felt experiences, David and Suzette introduced us to a new way of listening to the Avenor community through the Felt Experience Indicator®—a tool they developed and have successfully implemented in schools around the world. Using this research method, we not only gathered valuable feedback but also gained new insights into how to interpret and act on it.

As David said during the conference, “Listening to your community is a sign of institutional kindness.” By collecting feedback, our primary goal is to listen to our community’s voice, ensuring that we continuously foster a balanced educational environment where everyone feels valued. The process is truly complete when we transform feedback into concrete actions.

A Collaborative Process with Valuable Insights

Through our collaboration with [YELLOW CAR], we had the opportunity to conduct in-depth research using an innovative tool that provided us with a clearer understanding of how our community perceives the educational experience. We were thrilled by the overwhelming response to our invitation to participate in this process:

• 95% of students from grades 5–12 completed the surveys;
• 83% of Avenor families shared their feedback;
• 93% of teachers contributed their perspectives;
• Nearly 100 participants took part in focus groups.

In total, 1,132 completed surveys contributed to a clear picture of what works well and what areas can be improved.

Key Findings

The results were outstanding! Avenor received the highest rating among all schools where the Felt Experience Indicator® has been applied globally, reaffirming the high quality of the educational experience we provide.

One particularly important insight is that our 8th-grade students feel prepared and excited for the next stage of their education—the transition to high school. This is a strong confirmation that the educational environment we have built supports each student’s growth and development in a meaningful way.

Additionally, for each category of participants in the research process—parents, students, and teachers—we identified both the highest and lowest points in their experiences within our school community. The experience map we obtained allows us to better analyze areas of friction and determine where further attention and tailored approaches are needed.

Why Avenor?

We asked parents, students, and teachers: Why did you choose Avenor? Their responses highlighted key reasons:

• Parents value Avenor’s strong reputation, positive recommendations, and academic excellence. They appreciate the welcoming community, holistic approach to education, and alignment with their family values.
• Students feel Avenor provides enriching learning opportunities and a supportive, safe environment where they can thrive.
• Teachers chose Avenor for its alignment with their professional values, opportunities for growth, and a work environment that fosters a true sense of belonging.

Moving Forward

This research not only helped us better understand our community’s experiences but also inspired us to continue building an outstanding educational environment. The results confirm that we are on the right path and that we have the resources to keep growing together.

With a new team of coordinators, one of the largest and most comprehensive projects independently designed and entirely run by Avenor students promises to be an extraordinary event.

On the 8th of February, the stage of Apollo111 Theatre will host nine successful figures from entrepreneurship, medicine, sports, sociology, and business, who will share inspiring stories and unconventional experiences with the audience, illustrating how they turned imperfections and challenges into opportunities for growth. 

Tickets are available HERE.

We invite you to learn more about this project and the effort behind it from Karina and Mihai, 11th-grade students from Omega class, the main organisers of TEDxYouth@Avenor College.

 

What can you tell us about this year’s edition of TEDxYouth@Avenor College?

Karina: With this edition of TEDxYouth@AvenorCollege, we aim to create a moment of reflection and vulnerability, both for us as teenagers and for parents and other spectators. This event requires almost a year of preparation and teamwork, giving us the chance to combine academic development, specific to our age, with an entrepreneurial spirit. We wanted this year’s edition to highlight some essential traits of our generation: teamwork, resilience, determination, and entrepreneurial drive.

Mihai: Through the theme we have chosen for this edition—Not Business As Usual – Shaping Perspective on Perfection—our goal is to create an authentic environment where all participants can find themselves and later apply some of the ideas presented by our speakers in their daily lives. We have an extraordinary line-up, and we hope those who join us will discover the individual “recipes” our speakers have used to build successful careers and how they view the ideals imposed by society.

Karina: The nine speakers—Marius Moga, Gelu Duminică, Dr Elena Martin, Dragoș Petrescu, Rafaela Barac-Bologa, Dragoș Cîrneci, Gianina Van Groningen, Theodor Paleologu, and Octavian Bellu—together with our moderator, Teodora Tompea, will leave their mark on TEDxYouth@Avenor College 2025 by sharing inspiring stories and unconventional experiences.

These extraordinary individuals will show how they transformed imperfections and challenges into opportunities for growth, emphasising that authenticity, resilience, and consistency are far more important than the societal ideals imposed upon us.

What can you tell us about this year’s implementation team?

Karina: This year’s organising team is made up of 27 high school students, all part of eight departments that form a standard TEDx team: Event Management, Speaker Management, Sponsorships and Finance, PR & Marketing, Executive Production, Design, Web Design, and Legal.

Working together and communicating daily about this project over a long period has taught us how much we rely on each other. Now, as the event day approaches, I can confidently say that without a strong and determined team, such a project would not be possible.

We have managed to organise ourselves very well, with everyone knowing their role and carrying it out with enthusiasm. Most importantly, each of us wants this edition to be a success and a benchmark for future events.

 

What were the biggest challenges you faced while organising this event?

Mihai: Being a complex project that involves a lot of organisational effort and hours of work, there were moments when, at least for me, it was difficult to balance being a high school student, with homework and exams, and being an event coordinator.

However, I believe that when you take on responsibilities, especially for an event like TEDx, it is important to set your priorities carefully and adapt to manage all the tasks you are responsible for successfully.

This is the beauty of the project for us as organisers: to learn new things, develop skills, and discover how to overcome challenges effectively.

Karina: To add to what Mihai said, the biggest challenge for me was finding sponsors for the event.

Although none of the speakers is paid for their participation, we have numerous organisational costs that needed solutions. Despite the difficulty, we managed to secure the support we required.

With the hope of a full house and sold-out tickets, we are ready to enter the final stage of organising this event.

The 8th of February will be the result of months of work, so we invite everyone to reserve this date and join us. Together, we will enjoy a few hours of extraordinary stories that will undoubtedly resonate with our lives for a long time.

Tickets are available HERE.

“Middle School Adventures” marks a significant milestone for grade 5 students: their very first book, entirely written, illustrated, and edited by themselves. This impressive book is the outcome of a four-month-long Project-Based Learning (PBL) initiative, carried out with dedication and enthusiasm. During the PBL sessions, the students worked collaboratively towards a shared goal—helping future grade 5 pupils transition more smoothly and enjoyably into middle school.

In an engaging interview, Irina Zamfir, EPA Curriculum Leader and Teacher of Art & Design, shares further insights into this initiative, which was celebrated not only by the young creators but also by their parents and younger peers.

This project transformed Year 5 students into true authors. Over the course of several months, they embarked on a dynamic, creative journey to develop, design, and edit their own book. The experience culminated in a launch event, fully organised by the students themselves—a joyful occasion where their exceptional efforts were celebrated alongside parents and grade 4 pupils.

The project began with brainstorming sessions and group discussions, where the students selected themes that best reflected their school experiences. Through guided workshops, they gained a solid understanding of writing, editing, and book design. With the support of their teachers, they explored narrative structure, visual layout, and thematic consistency, all while managing the project independently and at their own pace.

Each class was divided into three specialised teams—writers, illustrators, and editors—to replicate the professional process of book creation. Every team played a critical role, from crafting and illustrating the story to editing and preparing the book for printing using graphic design tools. This unique project not only sparked creativity but also provided valuable lessons in teamwork and time management.

After completing the book, new teams took on roles in advertising, branding, and organising the launch event. The book was printed in a limited number of copies by a professional printing house.

The launch event served as the highlight of the project. Each grade 5 class presented their work to parents and grade 4 pupils during a celebratory event featuring speeches, videos, and a small exhibition.

Beyond the excitement of creating the book, students also developed portfolios documenting the entire process—from initial concepts to the finished product. This additional challenge encouraged them to appreciate the importance of organisation and planning.

For us, as teachers, the primary objective of this ambitious project was to provide students with the opportunity to independently organise and execute a large-scale creative endeavour. It was designed to showcase their creativity while developing essential skills such as collaboration, planning, and perseverance—valuable tools for any learning or real-life context.