Author: Avenor College

Choosing a career path can be a challenging decision as it can shape your future. It is essential to consider your interests, skills, values, and personality before making a decision. You can also consider the job market and the demand for specific careers.

However, amidst this abundance of information, a fundamental question arises: is there such a thing as a definitive “best” decision? Each individual’s journey is unique, and what may be the perfect fit for one person could be entirely different for another.

Our aim as a school is to ensure that our students are well-prepared and capable of making informed decisions about their future, while also equipping them to handle the demands of university life. 

We also strive to empower our students by providing them with the necessary tools to make informed career decisions, valuable skills, and increased readiness for the labour market.

We asked six of our Class of 2023 graduates how they decided on their career path.

Their answers can be precious advice for their younger colleagues and good insights for any career guidance advisors.

We also asked them about the guidance they received in choosing their career paths and how the Careers Education, Information, Advice, and Guidance team supported them during the college application process and we are happy to share their responses with everyone!

With continuous room for growth, our graduates generously share advice with their peers who are catching up, guiding them on how to prepare for this crucial decision in their lives. 

We extend our congratulations to the Class of 2023 for their achievements and wish them the best of luck in their university endeavours!

Avenor: How did you decide on a career path? What informed your choices?

Alexandra: I always liked drawing and arts, but at the same time, I was into sciences and maths. I think architecture is the perfect mix between the two domains, so this is why I chose it.

What makes a top choice university for you?

Alexandra: I was looking for a university which offered scholarships, worked with well-known companies, had a practical approach to learning and teaching and also a university which offered exchange programs. 

 

What advice would you give to younger high school students?

Alexandra: Do not look at university applications as something terrifying. The admission officers from universities are very friendly and responsive and they wish to help you as much as possible. 

Also, attend online open days and q&a sessions to understand better the university you wish to attend and find out whether it’s the right fit for you. 

On the other hand, in the beginning, I worked with a university consultant. From my point of view, it is not worth the money and time to hire a consultant. All of the information I got from them I already knew from the university admission officers or from the internet. All of the needed information can be easily accessed by anyone. However, if you are applying to the USA or the UK, where there is a lot of paperwork to be done, it could be a good idea to get a consultant. Lastly, the process is not as complicated as it looks and everything sorts out in the end if you are dedicated to the process. You will receive the same amount you put in. 

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Avenor: How did you decide on a career path? What informed your choices?

Andrei:I just started to really think about what subjects I liked in school and those I didn’t. I wanted to keep pursuing the subjects I enjoyed and was good at, such as Business and Economics. High school is the perfect time to understand your strengths and interests. Experimenting with your subjects is perfect here. Initially, I thought I liked Computer Science, but the programming aspect wasn’t for me. 

What makes a top choice university for you?

Andrei: Esade is my top choice for university. One of the things I did early on is visit the campus in person. I got a chance to experience the environment and see the facilities, as well as meet students and professors. I liked how Esade could support your business ideas and development, with advertising resources. The ranking of the university was also important for me as well as the employability prospects after I finish. Esade is currently ranked amongst the top business schools in Europe, and this is part of the appeal.

How important is the support of a Career Team during the college application process?

Andrei: The Avenor’s Career Team was very supportive throughout the application process, they stayed in touch with the university and helped with the admission process. Choosing the university was something personal for me which I pursued independently, but when it came to the admissions process, it helped to have the Career team on side and they were close and communicated with me often. 

What advice would you give to younger high school students?

Andrei: Try to prepare for entrance exams and A levels in due time. Try to start earlier rather than later, especially if you have some free time. I visited almost all the prospective universities I was interested in and I would encourage you to do the same, because it can give you a good idea if a university is the right fit. The main idea is don’t waste time, because it can have negative consequences for your future.

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Avenor: How did you decide on a career path? What informed your choices?

Ece: It was already set from the beginning: I wanted to study law since Grade 6, and in the meantime in Grade 9 and 10,  I explored different options and subjects I enjoyed. Ultimately, I always returned to law. It was an intuitive thing: I enjoyed reading about legislation, thinking critically, applying critical thinking to written analysis and debating my findings. 

What makes a top choice university for you?

Ece: For me, the big question was: ‘Where would I enjoy being and studying?’ Tilburg University was the top choice for me, because their global law programme offered the study of different legal systems and many aspects of the legal system, which makes it a flexible degree programme. I had the opportunity to speak to a third year student, and the social culture of the university as well as the programme, and that confirmed my decision to make it my first choice. 

How important is the support of a Career Team during the college application process?

Ece: The Avenor Career Team helped me at the start, when I was trying to discover where I could study in English and where the course was a good fit. They also helped to sort out the paperwork and logistics of applying for CAO (Ireland). For the Netherlands, I’m sure they will help with the final documents needed to be posted! 

The internship at KPMG was very helpful for me too, as it gave me a clear picture of what kind of legal environment I would like to work in.
What advice would you give to younger high school students?

Ece: Try to get IELTS and extra-curricular projects done in Grade 11 to avoid having to add to Grade 12 stress. Try to get paperwork and everything done early! Make sure to choose a country, city, and university that’s a good fit for you. Dutch universities do not offer dorms so make sure you know what services you can go to for housing.

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Avenor: How did you decide on a career path? What informed your choices?

Ilinca: For me it was also clear from a young age what my interests were. I direct my focus and academic attention in domains and subjects I was passionate about and interested in. It’s important to enjoy what you do and for me, debate club and my internships really consolidated my intention to study law. The internships, in particular, were really an eye opening experience that helped me see what a career in law looked like.

What makes a top choice university for you?

Ilinca: The course itself is what makes a top choice university. You have to find your course intriguing and engaging and it must make you want to study law for three years. Queen Mary, University of London, is my top choice university: the fact that it had a wide range of optional modules to choose from, such as the law emerging from the Nuremberg Trials, immediately sparked my interest because I studied the Holocaust for A level History. The location was also an important factor for me: London also offers a lot of opportunities for internships and networking. London is also an international city and this is a good fit for me, as I’m looking to build a career in a very international field. 

How important is the support of a Career Team during the college application process?

Ilinca: My counsellor was helpful by offering ample feedback on my personal statement and ensuring that everything was in place. Broadly speaking, the Career Team helped me profoundly by offering the internship experience which introduced me to the corporate world and both internships were a close fit with my interests. I learnt a lot about legal departments and how they’re incorporated within the whole company.The KPMG internship was a highlight of my internship experience as I also had the chance to speak to the HR department and gained insight into how to apply and prepare yourself for a job interview for law. 

What advice would you give to younger high school students?

Ilinca: For Grade 9 and Grade 10, begin to build an idea about what you want to do and start researching universities. Don’t stress too much about the research, not a lot of students start in Grade 9.

Try to identify the ranges of tuition fees for European universities or US universities. Try to build a CV early, highlight precisely what you did on an internship in one sentence, and try to be brief and clear. By Grade 11, you should have chosen A levels that will be a guideline for you – A levels are a foundation for your university and career so be careful with what you pick. 

The extra-curricular activities are very valuable and beneficial for your application: for law, taking part in competitions, public speaking, debate, MUN, youth parliaments and summits is essential if you want to stand out. Having an EPQ was also extremely useful as an additional qualification, particularly the written report component, which is effective preparation for university. 

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Avenor: How did you decide on a career path? What informed your choices?

Laura: I’ve always had an interest in art and creative subjects since Grade 8, and I developed an interest in mathematics also, and architecture helped me combine both interests, as well as how different cultures express themselves in architecture, and how it imbeds people’s cultures. For me, my internship in an architecture studio was also very useful, by showing me different aspects of this career path. 

What makes a top choice university for you?

Laura: Manchester University is my top choice. Since Grade 9, I’ve been researching universities and courses. The course at Manchester was the best fit for me, as it will give me a balanced outlook and training. It helps that I loved the location – it’s a large student city! Manchester is not as sizable as a capital but it’s not small and you won’t feel isolated.  

What advice would you give to younger high school students?

Laura: I have three key points: start with research as soon as possible, you will feel confident with what you’re doing and where your future could go. It helps to do things little by little, rather than all at once. Secondly, make sure you know the requirements of architecture courses in different countries, some have interviews, admission exams, and different deadlines that you have to keep in mind. You should prepare the best for them so you need a clear action plan. As a third point, I would also recommend having a balanced combination of art, science and humanities when applying to university. It makes you stand out and teaches you to express yourself. You should have a healthy combination of subjects. Personally, even though Literature wasn’t directly relevant to your university application, it really helped me to express myself and my ideas clearly. 

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Avenor: How did you decide on a career path? What informed your choices?

Sonia: It was a process, but my starting point was: I knew what I liked and what I wanted to continue with after high school. For me that was history, which I developed a passion for in Grade 10. What helped me was my career advisor, who offered me a more nuanced view of what studying history might include, such as archeology and anthropology. 

What makes a top choice university for you?

Sonia: My top choice for university is Durham University. I really like the culture of Durham University, the city has a calm environment and the university has a strong academic profile and community spirit. Durham University’s prestige and outstanding reputation are also very important to me.

How important is the support of a Career Team during the college application process?

Sonia: The Avenor Career Team helped me a lot with the logistical part of applying to the UK, as it’s quite a long and complicated process. Writing a personal statement (to fit a very specific character count) was also a challenge and the support provided was great. And the advice about making a final choice for which university offers to list as ‘firm’ and ‘insurance’ was instrumental.

What advice would you give to younger high school students?

Sonia: If you’re applying through UCAS, don’t leave your application until December or January, or you’ll face an uncomfortable rush to get things done whilst simultaneously trying to prepare for your mock exams.

Ensure you have an idea about what you want to apply for and where by the end of the summer of Grade 11. If you can, make a start on your personal statement. Time flies by in the first term of Grade 12.

Romanian language and literature is a mandatory subject at Avenor High School, with two hours of study for 9th and 10th grades, and one hour of study per week for 11th and 12th grades.

The Romanian course for our high school students is based on an “Avenor” curriculum that divides thematic content into three units throughout each level of study. It does not have a national or international evaluation format, but rather one created internally. Thus, at the end of each year of high school, students have the following forms of assessment:

• At the end of 9th grade, students have to present a personal project (individual or group) inspired by the studied works.
• At the end of 10th grade, students will participate in a debate on a given motion.
• At the end of 11th grade, students will read and write an essay on a given topic.
• At the end of 12th grade, students will give a final speech titled “Me in Ten Years”.

“Evaluation is like a mirror in which students and their Romanian teachers look at the end of the year with emotion and smile. It’s that smile at the end of a journey where reading, writing, imagining, making connections between works, authors, contexts, discussing ideas, and expressing emotional reactions to the characters in the books studied all took place. It’s the moment both students and teachers needed to demonstrate that in an international context where all subjects are taught in English, those two hours of Romanian per week have a final product that we can enjoy. After all, the Romanian language is part of their identity,” says Mihaela Stancu, Curriculum Leader and Romanian Language Teacher.

 

The quality and variety of projects demonstrate the year-on-year progress in studying this subject which harmoniously completes the Avenor learner profile.

”The study of Romanian language and literature is a mandatory component of the national curriculum for primary and secondary education, which Avenor College has chosen to follow. In addition to the mandatory curriculum, we place significant emphasis on promoting Romanian cultural heritage through dedicated activities and events. As per the Avenor Learner Profile, we prioritise certain values and present-day concerns during the study years, such as the ability to deliver a speech, monthly age-appropriate book reading, proper spelling and punctuation, and memorising a poem each month.

The study of Romanian language continues for all four years of high school, as part of the Avenor Curriculum. While the number of hours is less compared to high schools from the national education system, the lessons are designed to expand students’ cultural knowledge, connections with other literatures and art forms.” says Dana Papadima, Educational Director.

 

Our grade 9 students took the final exam in the Romanian language, which consisted of completing an individual or group project, that had as a theme one of the literary works studied during the school year.

Although they start with the thought ‘I have no idea!‘, they manage to create extraordinary projects.

This year, 9th-grade students surprised us with the diversity of their projects, demonstrating that imagination accompanies them at every step. Some imagined a musical piece with diverse tones that depicted different moments from Robert Louis Stevenson’s literary work ‘Strange Case of Dr. Jekyll and Mr. Hyde.’

Others created a photography exhibition showcasing locations in Bucharest where scenes from a possible adaptation of G. Călinescu’s novel ‘Enigma Otiliei’ or Stevenson’s novella ‘Strange Case of Dr. Jekyll and Mr. Hyde‘ could be filmed.

There were students who organized a photography exhibition titled ‘Mântuleasa Street – then and now‘ (then, during Eliade’s time, during teacher Zaharia Fărâmă’s time, and now, in the year 2023). Some imagined an interview with Mircea Eliade.

Others compared Caragiale’s novellas ‘La Hanul lui Mânjoală’ and ‘Kir Ianulea.’ A fashion magazine was created to reveal how Mona would have been dressed according to the vision of other characters from Mihail Sebastian’s comedy ‘Steaua fără nume.’ Some engaged in a role-playing game, imagining a meeting between the characters Dănilă Prepeleac, Marin Miroiu, and Abdul from the literary works ‘Dănilă Prepeleac’ by Ion Creangă, ‘Steaua fără nume’ by Mihail Sebastian, and ‘Pe strada Mântuleasa’ by Mircea Eliade.

One student created a 3D model of the Jewish Theater in Amsterdam, a location featured in Monica Hesse’s novel ‘The Girl in the Blue Coat.’ A student wrote a poem about Mona’s destiny, the character from Sebastian’s comedy. Another student created a booklet titled ‘The Duality of Being in the Fantastic Novella‘.

 

Our grade 10 students’ final exam in Romanian Language consisted of participating in a debate, on topics chosen by them, by voting.

 “Individual happiness is more important than the common good” and “Young people discover their place in the world by denying the ideals of previous generations” were the two motions debated by students from the Alfa and Omega classes. 

The quality of argumentation and counter argumentation, the quality of the evidence brought in, the method of presentation and attitude are the skills that students demonstrated they developed throughout the school year.

 

During the 11th grade, our students practice essay writing as a written communication skill, continually refining their personal style so that at the end of this course they can write and deliver a full essay in front of their class and tutors. 

“About me and the world I live in” and “About vulnerability” were the theme choices made by the students from the Alfa and Omega classes, who managed to give us introspection, emotion or maybe even existential dilemmas through their personal and deep essays.

 

Romanian Language Final Speeches Ceremony of grade 12 students conclude this extraordinary journey in which teachers and students, shoulder to shoulder, make during high school.

During this past year, they studied public speaking and prepared to deliver their speeches in front of an audience and jury, thus marking the end of the Romanian Language course.

Our high school has celebrated its 8th anniversary. Each generation of high school students had to deliver a speech on the topic ‘Me in Ten Years‘ but this year marked the first generation that also had to deliver such a speech at the end of 8th grade. And the theme four years ago was ‘Me in Four Years‘. That is why this year, there were speeches that built upon the ideas expressed back then, creating an interesting exercise of reflection. It was like a bridge across time that brought together words, desires, aspirations, accomplishments, shifts in perspective, and things rearranged by time.

The final speeches with the theme “Me in 10 years” were held on the stage of the Țăndărică Theater and represented true demonstrations of effective speech organisation, communication skills, introspection, theatrical methods, but also ethics and eloquence.

They surprised us with the maturity they showed in preparing and giving their speeches, in which they talked about their future plans, but they also nostalgically recalled their high school years and the choices made during this period.

”Every year, our high school students approach this evaluative event with excitement and end up conveying a great deal of emotion. I believe authenticity is the key word that describes our students during the delivery of these speeches. They reveal themselves as they truly are, as young individuals who have reached the maturity to understand the power of words and have the courage to tell their story as they have lived it, as they are living it, and as they want to continue living it.

Many speak about this experience as the moment that marks their high school graduation.” says Mihaela Stancu, Curriculum Leader and Romanian Language Teacher.

The recording of the ceremony can be viewed on the school’s YouTube page.

Avenor College is organizing the 11th edition of the national piano competition “Friends of the Piano“, which will take place on Sunday, June 11th, 2023, in the celebration hall of the George Enescu National College of Music in Bucharest.

The event is intended for children aged between 5 and 18, who study piano as an extracurricular activity or hobby, with a frequency of one to two hours per week. 

“It is said that music is a universal language. Building upon this evidence, 11 years ago, as a school, we realized that for children studying the piano as a hobby, there was no formal framework that could provide them with the opportunity to share their learning experience and receive validation and recognition for their work.

Thus, the idea of organizing a national piano competition for non-professional children emerged, and we named it Friends of the Piano. Over the years, Friends of the Piano has brought much joy to the children, parents, and piano teachers. It has provided the motivation to continue and the strength to self-improve.

Therefore, we warmly welcome you to the 11th edition of the National Competition Friends of the Piano.” – says Claudia Andrei, PSHE Coordinator and Clubs at Avenor College.

Friends of the Piano is a competition that encourages children’s passion for music and helps them better understand the importance of art and culture in everyday life. The participation of young musicians in such events is essential to stimulate their talent and artistic abilities. At the same time, the competition represents a cultural alternative for children’s leisure time.

The competition is divided into two sections: Section A – individual, where the repertoire will be presented from memory, without sheet music, and Section B – ensemble with 4 hands, where the repertoire can be presented from memory or from sheet music. 

First, second, and third prizes, as well as Honorable Mentions, will be awarded, depending on the jury’s decision, for each category.

In addition, the Avenor “Friends of the Piano” Special Prize will be awarded, which will be announced during the “Friends of the Piano” Awards Gala. The gala will also include a short recital by the winners.

All details regarding the competition can be found in the Competition Regulations, and registrations are made exclusively online until Friday, May 26th, 2023, at 12.00 pm. After this time, the system no longer accepts registrations.

The event is an opportunity to encourage children’s passion for music and to promote the importance of art and culture in their education. 

We hope that this year’s edition will bring together a large number of talents. Good luck to all participants!

 

At Avenor we are preparing to celebrate King Charles III’s Coronation.

And the first who began the preparations are the Avenor chef who decided to offer us a special dessert to mark this historic day.

Chef Dan Neacșu chose a traditional British dessert – Lemon Curd tart.

Lemon Curd, the very first and most popular of the fruit curds, originated in England dating back to the early 1800’s. The recipe back then was rather literal and not at all how we’d think of Lemon Curd these days. Then there was ‘Lemon Cheese’ which was used to make lemon tarts. Original recipes advise to ‘rasp hard pieces of sugar’, as it didn’t come in grain form then, against the lemon’s skin in order to remove the zest to extract essence and color.

Nowadays, although the recipe has been refined for extra finesse and flavor, it remains one of the simplest recipes for a dessert that can be served in various forms.

Ingredients for Lemon Curd:

• 6 egg yolks
• 180 gr. of sugar
• zest of two lemons
• 80 ml. lemon juice
• 110 gr. of butter

First, whisk the sugar, eggs, and lemon zest together in a stainless steel saucepan. Next, add the fresh lemon juice and whisk the ingredients together until they are well combined.

After that, add the unsalted butter and whisk the mixture constantly over medium heat until it thickens. This took about six minutes. Continue whisking the mixture for several more minutes until it starts to bubble before removing the pan from the heat.

To obtain a smooth cream, strain the resulting mixture through a wire strainer. Then put it in the refrigerator to cool completely. 

With just four ingredients, English Lemon Curd is a smooth dessert with a lemon flavor that overwhelms the senses. It is a perfect cream as a topping or it can be served as it is or as a tart.

King Charles III, after his coronation, will definitely be tasting Lemon Curd Tarts.

Enjoy Coronation Day!

 

Isabella (4 Alfa), Mara (4 Alfa), Smaranda (4 Alfa) and Carola (4 Omega) represented Avenor College at the most important public speaking event for children aged 8 to 11 from Bucharest, the ESU Public Speaking Competition, organised by the English Speaking Union.

Isabella, 1st place winner, describes in the text below how it felt to prepare and be part of this competition:

The announcement 

One Thursday, our English teacher talked to us about the ‘ESU Public Speaking’ competition. Right off the bat, when she started to explain what it was about, I became very interested and curious about it. She explained the rules and where it’s going to be held. I was quite worried when I heard that only three students from our class could move up to the second round, the in-school competition.  

One week later, 6 children from my class came to school with their projects. All of them delivered it beautifully and I was intimidated by two of them, but I still tried my best. After that, all my colleagues got a piece of paper, and got a chance to vote for the three students who, in their opinion, had the best speeches. My heart was racing while my teacher was counting the votes. In the end, I had 7 votes, my classmate Mara got 11 votes and my friend, Smaranda, got 5 votes. Me and Mara embraced each other and started squealing and jumping from the happiness of our qualification in the second round.  

My inspiration 

My inspiration for the topic of my project was the prank Mara pulled last year on April 1st. The prank involved pickles covered in chocolate with sprinkles and a clever lie. From that event onward, I started building my speech based on Mark Twain’s quote: “The 1st of April is the day we remember what we are the other 364 days of the year.”. 

As you know, Mark Twain was a famous writer who created some of the most iconic books of our time: ”Tom Sawyer” and “The Adventures of Huckleberry Finn”. Tom Sawyer is known for having a joyful life full of fun adventures, compared to Huckleberry, who had a more sober and tragic story. 

I started by analysing Tom Sawyer’s actions in his lifetime to explain what Mark Twain’s quote meant. I gave examples from my personal life and I used enough evidence to strengthen and support my answers. Every time my schedule would allow me to ask questions, I would enlist the help of my father, but the only thing he did was get a piece of paper, draw a big dot on it and tell me to stare at it until I got the answer I was looking for. Why? Because he didn’t want his work to influence mine. I thank him for this because, in the end, he taught me to work hard for what I wanted to accomplish.  

How it felt 

My participation in this competition made me excited and made me want to continue next year, in fifth grade. After the three students from my class got chosen, one of them being me, we moved to the second round, the in-school competition. 

From that round only 4 could move up to the final round. All the children who won the class competition gathered in the library. We sat down and waited for our name to be called so we could deliver the speeches in front of the judges. The judges were three English teachers and a student who is in 8th grade, a former participant in the ‘ESU Public Speaking’ competition.

To be honest, I was more worried about messing up in front of the judges than worrying about the other speeches. One by one, the students were called to deliver their speeches. As I said above, all the children had amazing and inspiring opinions about Mark Twain’s quote. When everybody finished, the judges invited us outside of the room so they could vote. They told us that the next day we would know who would move up to the final round. 

When I got home, I worried about not getting qualified. I had the same feelings as getting a test back, the curiosity of wanting to know if you did good or bad. 

The next day, Miss Cristina Bumboiu, our English teacher, had told us who passed. I was so relieved when I heard my name. The good news was that all the students from 4 Alfa passed – Mara, Smaranda and me. The whole class got so excited and started congratulating us. 

Together with Carola, from 4 Omega, we were going to represent Avenor College at the inter school competition. 

Starting that day we meet several times with our teachers to practise and improve our speeches. It was a challenge and I decided I won’t let it stop me. We practised and practised until it was perfect.  

The day of the competition

On April 1st, the competition day, I woke up very early, I washed my hair, made a beautiful hairstyle that would keep my hair out of my face, put on my school uniform, my best shoes and got in the car with my mom. We get there a bit early and meet up with the other people, the teachers, and the students. I immediately went to get something to eat because I had nothing for breakfast. I also met my colleagues. We were very emotional and stressed. 

The competition started, we got put into three groups. I was in the 1st one. The format implied to present the speech and to answer several questions addressed by the jury members or by the other competitors. 

Then we waited for the jury’s decision before the award ceremony to start. 

All the participants were called to receive their diplomas. While I heard different names, I was so worried and happy at the same time. Finally,  they got to the top three and I didn’t hear my name when they announced third place. ‘’First or second place I won’t complain! ‘’, that was the thing I told my friends. I heard my name when the first place was announced. My face lit up and a big smile showed up on my face. 

My advice 

For anyone who would like to participate in this competition, this is my suggestion: ‘’It’s just a competition, the world won’t perish if you don’t win. But always try your best even at the smallest things.’’ 

We are thrilled to announce that we opened registration for the Avenor Summer School, an exciting and dynamic programme especially designed for young learners! The aim of our summer school is to provide a fun educational experience that is constantly updated and redesigned in order to meet children’s interests and social changes.

Our purpose during the Summer School programme is to inspire and engage children between the ages of 2 and 11, encouraging them to learn through play and discovery. 

”Last year’s experience as Summer School Coordinator helped me to live exciting moments with the children and gain insight into the program’s activities, following participants’ feedback. This year we have included in the program an Escape room where the children will explore a “jungle” and solve mysteries about various animals, a Treasure hunt to satisfy the children’s curiosity through play and a trip outside the school that aligns with the Project-Based Learning theme. I look forward to the new experiences that Avenor Summer School 2023 will bring!” – says Andreea Dumitrescu, Avenor Summer School Coordinator.

 

We believe that children learn best when they are engaged and interested. Therefore, our team of experienced teachers has developed a range of exciting activities specially designed for each age group.

They use a PBL approach that encourages children to develop critical thinking and problem-solving skills, preparing them for the future. This approach allows students to develop their strengths and build new skills, leaving them feeling confident and empowered.

Another great advantage of our program is the daily practice of English, which allows children to improve their language skills in a fun and natural way.

Our program is based on a unique combination of trips, debates, games, music, sports, arts, and water fun. Treasure hunts, escape rooms, and outdoor adventures make learning fun and interactive.

We inspire our young learners with weekly trips, outdoor time, and time spent in nature, believing in the transformative power of exploration. These experiences take them on a journey of self-discovery, and they will be amazed at how much they can achieve.

At Avenor, we foster a safe and nurturing environment where children can express themselves freely and discover their interests and passions. Our teachers,  specialists in non-formal education, create a joyful atmosphere that encourages investigation, collaboration, and play. 

We take great pride in the experienced team of teachers that has developed our summer school program. They are passionate about providing transformative learning experiences that inspire children to explore and learn. 

”Being entrusted with the coordination of the Nursery Summer School program, which has been a tradition for over a decade, is both an honor and a privilege. I am fully committed to ensuring that every participant enjoys an unforgettable experience, and to achieve that, I am dedicated to introducing as many new and exciting activities as possible. The opportunity to interact with parents, children, and colleagues from various backgrounds is enriching for me both professionally and personally.

Our program’s primary focus is to keep up with the changing times and cater to the current generation of children. This year, our aim is to offer to all the participants to our summer programme a range of diverse opportunities for learning, exploration, experimentation, and, of course, play.” – says Dora Crețu, Nursery Summer School Coordinator.

We want every young learner to have a memorable summer filled with fun, learning, and personal growth while building relationships through challenging life experiences. 

Whether children between the ages of 2 and 6 years old will join us in our Nursery at Casin location or children between the ages of 6 and 11 years old will join us at the Avenor Campus near Baneasa forest, we guarantee an enriching and unforgettable summer experience.

More details about our offer can be found on the Avenor Summer School webpage.

 

May 6, 2023 has been designated an epoch-making day for the present and future history of Great Britain. It is the day when, with all the pomp and tradition of the institution of monarchy, Charles III will be crowned King of the United Kingdom. Former Prince of Wales, Charles, will become the sovereign of one of the great powers of humanity, governing within the limits of a constitutional monarchy and as the leader of the Anglican Church over England, Scotland, Northern Ireland, and Wales, as well as symbolically representing the dozens of states in the Commonwealth.

Why, at almost a geometric distance between May 1st, International Workers’ Day, and May 10th, Romanian Royalty Day, did Avenor College choose to be part of the institutions that value and celebrate this event, apparently strictly related to British princely custom, history, and secular traditions of the Kingdom?

THE BRITISH EDUCATION SYSTEM

In the first instance, this decision can be interpreted as owing to the type of education assumed by the nature of the curriculum, but also by the formative values adopted by Avenor. Avenor College is affiliated with the British education system, for which it has a great degree of admiration and knowledge, and considers that, through the force of tradition spanning over a thousand years, as well as through the continuous power of innovation and reshaping, especially after 1980, the British school is probably the most reputable and desirable educational model in the world. Valuing and following the values and much of the content of British education, Avenor College is entitled and intrinsically motivated to celebrate Coronation Day.

The history of the British education system is organically linked to the history of the monarchy. From the earliest universities attested in the early Middle Ages and encouraged by the line of kings and queens until contemporary times, we have indisputable evidence that the sovereigns of the United Kingdom have encouraged education, humanist spirit, free and critical thinking. With very few exceptions, British sovereigns have been educated personalities in relation to the eras they illustrated, many of them encouraging culture, libraries, schools, and arts. The last in this illustrious line is the future crowned king, Charles III, a bright personality in relation to his completed studies, permanent curiosity for spiritual enlightenment, solid culture, concern for fellow human beings, and nature.

THE ROMANIAN MONARCHY

Another reason, at least for a culturally open part of Romanians, is that the Romanian monarchy is undoubtedly linked to the British monarchy. The most illustrious case is that of Queen Mary, a historical figure who entered the autochthonous mythological heritage, granddaughter of Empress Victoria, forced to reach a “world’s end” country, and to make this country a veritable homeland, which she served constantly, tending to its wounded soldiers during World War I, consolidating the Great Union in 1918, and guiding its messages through numerous diplomatic diligences worldwide.

WHO IS THE MONARCH CLARLES III

The filiation and historical and cultural connections would probably stop here if we did not go deeper into things and study symbolically WHO is the monarch whose coronation we will celebrate on May 6. And here, recent history and the facts of contemporaneity prove to be much more evident.

History and perhaps fortunate destiny make Romania, for over two decades now, have its most successful ambassador in the person and personality of former Prince Charles and current monarch. Prince Charles has distant kinship ties to Transylvania, with one of his great-grandmothers of noble descent buried in a cemetery in the region of Transylvania. Charles has been drawn to Transylvania since 1998 and developed a great passion for its places, people, and still wild nature. In a perfect symbolic convergence, Charles found in Transylvania the embodiment of his cherished personal values: secular family traditions, architectural gems, rural spaces unspoiled by modernity, ancestral crafts and customs, forests and unspoiled meadows, species of flowers and butterflies that have disappeared from his native land, and which, as an amateur but passionate botanist, he admired and collected.

This family interest has turned into a tenacious passion. And we, Romanians, have become the most fortunate beneficiaries of Charles’s passion for Transylvania and subsequently for all of Romania. Prince Charles has since given a new face to the villages with fortified mediaeval churches, by encouraging UNESCO projects and patronising some of them on behalf of the British royal family. A tour of the bouquet of villages around Sighișoara or Brașov with such historical wonders, once in ruins (Biertan, Mosna, Copsa Mare, Malancrav, Alma Vii, etc.), can be as valuable as a tour to the castles of the Rhine or the Loire. Charles’s project to model friendly rural tourism through the rehabilitation of old village houses and the preservation of ancestral hospitality customs has put Transylvania on the world tourism map. His repeated calls for the respect of natural heritage, mountains, forests, the Danube Delta, offering in return the example of his own country, which lost its forests due to reckless exploitation, have alerted serious environmental organisations and political decision-makers.

Romania has shown gratitude on many occasions for Charles’s continuous efforts to support and promote the country. But more than the solemn occasions where presidential or parliamentary speeches were made, Prince Charles appreciated the Doctor Honoris Causa title awarded by the University of Bucharest, an occasion on which he gave an exceptional speech, reiterating his themes and passions: Transylvania, Romania, nature, and culture. And on another occasion, a painful one this time, the death of King Michael, Prince Charles spoke with simplicity and affection about the admiration he had for him throughout his life. Charles has always considered King Michael a model of modesty, spiritual cleanliness, and authentic patriotism.

THE OFFICIAL INVITATION AND ITS SYMBOLISME

In anticipation of the great celebration, Coronation Day, the Royal House has turned to the most famous heraldist in England to create an invitation to the long-awaited event. At first glance, the invitation seduces with the vivacity of its colours, the diaphanous graphics, and the impression of grace. Usually, these princely invitations are much more formal, and it is evident that their addressability seems extremely selective. In this case, the impression is that of an invitation addressed to the whole world, as, most likely, the style of the future sovereign will be strongly reformist. From a careful, princely section to a much broader addressability. Tradition and modernity in a perpetual balance. Upon closer examination and perhaps with the help of learned sources, the invitation offers a whole symbolism more or less occult. There are species of flowers and plants associated with the entire space of Great Britain, but also symbols of family, from princely coats of arms to more common members. There is also the Anglican Church to which King Charles will be a guide, but also references to a whole universe of pre-Christian spirituality specific to Celtic civilization. It is an intrinsic call for openness and tolerance in which all religions, all social strata, and all the people are absorbed. The British press is already talking about the symbolism of the little sprite at the bottom of the illustration, The Green Man, as he is called, a protective deity from Celtic civilization. And because history is or is not a series of coincidences, representations of the Green Man can be found carved on the facade of the Cistercian church in the village of Richiș near Biertan. A Cistercian church, part of several monastic edifices in this order, brought to Transylvania by the first Teutons from Saxony. A real interweaving of cultural matches that connects the invitation for Coronation Day over time to a Transylvanian church.

On May 6th, it will be Coronation Day. Charles will be, as they say, anointed king. Romania has “anointed” him long ago as its ambassador with exceptional rights.

That’s why Avenor College joins this celebration started by a country, the United Kingdom of Great Britain, and became a celebration with universal connotations.

Avenor College received high recognition for its exemplary programme in career guidance and counselling during the assessment for the Career Mark International Award. This Award – an independent and objective evaluation of our CEAIG (Careers Education, Information, Advice and Guidance) programme – outlined the key strengths that equip students with the necessary skills to thrive in the future job market. Not only does this recognition inspire confidence in our school’s ability to prepare students for tomorrow’s challenges, but it also provides an opportunity to continuously enhance the career guidance program. By staying ahead of the game and adapting to the ever-changing job landscape, Avenor aims to ensure that its students are always ready to seize the opportunities of the future.

 

“We decided ourselves to apply for this award for three reasons. First, we wanted our community and prospective parents to stay assured that our school provides a state-of-art programme, in line with what the very best schools in the world offer. Secondly, we looked at the success that our students have after they leave Avenor and we wanted external specialists to confirm this and also to suggest next steps in developing the programme.  And last, but not least we know that universities look for the school’s profile when accepting students. This award is a flag for universities that our graduates are well prepared, that they make informed decisions about their future and that they will cope with the demands of university life.” says Dr. Daniela Vasile – Director of Learning and Acting Head of Secondary.

Starting from observations such as: “while your students are privileged, they have great humility and they want to give back to the community” that make us very proud, the overall evaluation of the CEAIG team and programme recognises the quality and breadth of Avenor careers provision and the impact that it has on our students.

During the assessment, students demonstrated a high level of maturity, articulation, and critical thinking. They engaged enthusiastically in discussions about their career aspirations, showing a deep understanding of their strengths, interests, and values. Many students expressed a desire to make a positive impact on the world, contribute to their community, and pursue their passions in various fields.

Avenor College’s learning ethos places a strong emphasis on preparing students for their future careers and fostering independent learning. One of the key elements of this ethos is the Avenor Learner Profile (ALP), which focuses on developing essential skills and qualities in students that are necessary for success in the workplace.

The school provides diverse opportunities for personal development, including talks with industry experts, university fairs, competitions, workshops, volunteering, community projects, and participation in the Duke of Edinburgh Programme and Learning Outside the Classroom (LOTC) sessions. The strong support from subject teachers was also noted, with examples of students receiving guidance and mentorship in exploring career options.

Students at Avenor College showed a keen interest in various industries, including medicine, engineering, computer science, business and management,  finance, hospitality, politics and fashion design or film making career pathways. The school encourages students to pursue their interests and passions and prepares them for top universities.

The Grade 9 students demonstrated early career planning skills, with a good understanding of their personal skills and strengths. By Grade 10, most students were able to align themselves with specific sectors based on their skills and interests.

Avenor College’s commitment to holistic education and career development is further exemplified by the recognition of important work-related skills, such as communication, teamwork, leadership, initiative, creativity, and realism. The school encourages students to develop these skills through academic studies, volunteering, and extracurricular activities, preparing them for the demands of the professional world.

Grade 11 and 12 students are well-informed about post-18 pathways, with the traditional university route being the most popular choice. 

We are very happy and proud that Avenor College’s performance in meeting the standards of Career Mark International Award was evaluated as commendable, the report highlighting the school’s emphasis on self-development, career exploration, and personal growth through a wide range of opportunities. And our students’ maturity, articulation, and ambition were considered the perfect proofs of evidence.

The official report that can be read in full HERE.

Avenor College launches “Teachers for teachers” – a training and mentoring program for early career teachers who want to turn their job into a real profession. We are looking for both Primary and Secondary teachers who want to become the best version of themselves when it comes to their careers.

With 20 years of experience in education, Avenor College has a team of over 100 teachers trained to international standards to provide student-centred learning experiences. Our team consists of Romanian and foreign teachers with experience in various educational systems, both from Romania and from other countries, and is ready to share the best teaching and learning practices with teachers who are at the beginning of their careers.

Through this program we offer access to continuing professional education for teachers who want to start their careers under the guidance of experienced teachers, in an inspirational educational environment with modern facilities. Its idea started from the observation that the teaching profession no longer seems so attractive to the younger generations, and we asked ourselves why?

Although it is one of the most beautiful professions, it is also one of the most demanding. Why is it so difficult?

According to busyteachers.org, being a teacher involves making around 1,500 decisions daily, this number placing teaching in the top of professions in terms of this indicator.

We all know that in order to make good decisions we need to have deep knowledge and vast experiences to draw upon.

We believe that younger generations no longer choose the teaching profession due to the lack of mentoring programs – potential future teachers learn a few theoretical notions in pedagogical high schools and/or universities, then are left in the classroom without the minimum support necessary to facilitate their success.

“Our program is built on the best practices at the international and national level – it is a mentoring program, but it also has elements of understanding the school’s activity as an ecosystem. In some schools, teachers arrive before their first class and leave immediately after the last class, making teaching a solitary job.

At Avenor, we are a community that supports and learns from each other – we are a community of practice. We have an excellent professional development program and we have mentoring sessions.

That’s why we’d like to pass on what we’ve learned that works – we think the time has come to contribute beyond the borders of our community, because we have the expertise and resources to do so.” says Dr. Daniela Vasile – Director of Learning and Acting Head of Secondary.

Our inspiration also came from other countries that have similar programs. For example, in Great Britain there are such programs offered by universities in collaboration with various schools, in which students – future teachers – have internships. The downside of these very effective programs is their high cost (between 7,000 and 10,000 pounds) which makes them unaffordable for many candidates.

The mentorship program offered by Avenor has the advantage that after two years, participating teachers can apply for an internationally recognized UK qualification in teaching. Basically, we offer a financially accessible option for accessing an international qualification in teaching, providing teachers with the practical and mentoring component and implicitly an impressive portfolio.

We want to attract young teachers who are passionate about their profession, who want to learn and become role models for their students and a source of inspiration for other colleagues. In an ambitious two-year project, we aim to provide young teachers with best practices, procedures and models to help them improve and at the same time motivate them to build a career in teaching.

The program follows the format and standards of british initial teacher training programs and includes:

• Work experience in an international school – continuous training in the classroom;
• Simultaneous teaching activities with an experienced teacher;
• Cultivate the skills needed to create educational resources and lesson plans;
• Class attendance and constant feedback from mentors;
• The possibility of extending the educational activity within the school at the end of the program.

Pedagogical high school graduates, university graduates or students in their final year who have followed the Psihopedagogic module (minimum level 1), have a very good knowledge of English and a passion for education can enrol in the program.

More details about conditions, benefits and how to apply can be found HERE.

Whether we are talking about curricular or co-curricular programs, excellence is the word that governs the planning and teaching at Avenor. Our teachers are always looking for the best teaching strategies, the most interesting and newest educational resources, the most interesting case studies so that students always feel challenged, interested in learning and involved in the process.

Several Avenor teachers have responded positively to the invitation to tell us about themselves and their approach to the preparation and delivery of the subjects they teach, so that we have a clearer picture of what learning at the highest level means.

 

I originate from the north of England and began my teaching career 25 years ago in a primary school and then made the move to specialise in an all age special school where I was head of music and drama. Over the years I have written and produced dozens of plays and musicals for pupils of all ages and given them the opportunity to perform. It was at this time that I incorporated my love for drama as an art form and as a dynamic teaching tool and during my time there the school established itself as a beacon for the arts. In fact during the Summer term our annual production included the entire school – including the teachers! It was always eagerly attended by the local community.

Teaching drama has two components, each equally important. Firstly it is an art form in its own right and instils an understanding and love for the dramatic arts at an early life. It enriches a child’s life and, as in my case, leads to a lifelong love of the performing arts both as a spectator and sometimes a performer. The second is the use of drama as a teaching tool. Drama in the classroom in its simplest form is ‘learning through imagined experience’. I see drama developing a young person’s ability to empathise and understand their place in the world. They learn to understand the past and problem solve. Drama strengthens relationships, social communication skills as well as critical thinking. An outstanding drama lesson in my view should be one where the students are inspired and motivated and above all be challenged in a safe environment. Although every lesson begins with a clear plan, often it can develop in a very different way than was originally planned due to the creativity and motivation of the pupils. The pupils should be interacting with each other actively, not just the teacher. I feel drama is a lesson in which pupils should be able to take risks in a totally safe environment. 

A good drama teacher should know when to intervene in the learning and when to let them take charge. They should be confident to explain why they have made the choices they have. They should be able to reflect on their own work and progress and also take pride in it . I often let the student lead the learning using structured role play. I try to model good practice in my lessons by engaging in their dramas and pupils see me in a variety of roles and I usually find this leads to excellent relationships in the classroom. I think it is important for me to be a positive, approachable role model for my pupils with clear expectations of discipline and mutual respect. 

Finally I know from my own experiences of speaking to ex pupils that the memory of a positive experience of either performing publicly or an exciting drama lesson can last a very long time and overall makes a young person feel like an intrinsic part of a community who values and accepts them. 

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Our current landscape is becoming increasingly digital and it is important to learn about how this affects our lives, whether this is through the manipulation of advertising messages, staying safe in an online environment, or learning the impact of moving our social interactions online. 

What is being presented to students through the study of media is how to learn to decipher the messages that we are being sent via film, television, news, online media, video games and more. Alongside this insight students also learn how to construct media products from the stages of research and planning through to production and editing, developing technical skills that are becoming increasingly relevant in many industries. 

The ideal media student should be innovative, curious, academic, analytical and creative. If you are undecided whether Media Studies is right for you, consider how much media you usually digest in just one day. Are you curious as to how this media is created and by who, for what purpose? 

At Avenor there are so many excellent student led projects that incorporate and develop students’ use of technology. I see the impact of media studies everywhere in the school. Students are utilising skills in marketing, branding and production within other projects such as the Avenor Entrepreneurship Challenge where the 9th grade students had as their theme “Create a healthy and natural product for breakfast“. 45 students distributed in 9 teams presented their products created entirely by themselves in front of a jury, starting from market research, continuing with marketing campaigns to product and packaging design.

The ideal Media Studies lesson is a collaboration between teacher and students. The teacher provides the tools for learning and understanding whilst the students use their creativity and curiosity to debate and discuss key concepts such as the impact of technologies such as social media on our day to day lives, or how entertainment and news media represent social problems. Students engage with ever changing environments and discuss up to date case studies relevant to the culture we live in. In a production lesson Media Studies should nurture creativity and innovation, leading students to develop new and original projects through idea generation, scripting, storyboarding and experimenting with photography, filmmaking and editing to see the ideas come to fruition. 

Whether you want to be the next Scorsese or CEO of your own business, work in marketing and communications or the theatre, Media Studies provides valuable skills across all areas, allowing you to demonstrate your academic prowess alongside your creative talents. 

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Growing up I did not have particularly strong roots with any culture or place. I had an appreciation for my Romanian background, I felt immersed in Scottish culture, and I felt privileged to be in a very diverse and multicultural school and community. These aspects remained part of my life throughout my education and informed my decision to pursue a career internationally. As a teacher who encounters a lot of students for whom English is an additional language, I place particular emphasis on literacy as this is often the key to achieving success in essay-based subjects like A level History.

There is an ongoing debate about the role of patriotism in the history classroom. While I think it’s important for young people to develop a love and appreciation for their culture, traditions, and country, I think this should happen through citizenship education. The role of a history teacher is not to nurture patriotism (although this may be a byproduct of studying history), but to inspire a love for the study of history, encourage young historians to think critically with historical knowledge, engage with the work of published historians, and explore their local history. Sometimes that involves grappling with negative episodes in our past and understanding their origins, significance, and consequences. By the end of high school, I hope students of history begin to realise that history is a construct: the past leaves us with traces, clues, and insight which historians must interpret and piece together to form a narrative of events. They should be able to recognise the differences between historians, their approach to historians and the limitations of their interpretations. Ultimately, I think that’s what makes history so exciting – it’s investigative journalism of the past!

The best history lessons are the ones led by students: they’re the lessons where students lead a seminar discussion or present their research; they’re the lessons where students come prepared for a heated debate about whether Nicholas II or Louis XVI were responsible for their downfall; they’re the lessons we have outside of school, when we’re visiting historical sites and the students are the ones asking our guides questions. So what’s the role of the teacher in all this? Primarily, it’s to facilitate these opportunities for students to take ownership over their learning. Secondly, it’s to equip students with the resources they may need and to ensure there is ample choice of resources. Some days are less exciting and we also have to focus on activities such as building structured notes or planning past paper questions, but even these days serve to give students the foundation to freely explore history beyond the curriculum.

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As an educator I pride myself on my being the best at getting better. I am resilient and committed to continual development. I have always had a keen interest in the psychology behind learning and how the brain makes long term connections through constructive teaching and learning and positive behavioural management. My current focus for research and professional development is in metacognition, which I have seen have a dramatic effect on students’ progress and wellbeing. 

My teaching ethos is simple: well being. By creating a safe, stable and supportive learning environment students are able to openly make mistakes, reflect and identify how they can move forward. This approach to learning is applicable academically, socially and internationally. 

During my teaching career, I have been fortunate to teach in four different countries: England, Thailand, Brazil and Romania. Having exposure to a variety of global curriculums and cultures has enriched my skills and perspectives. One constant that I have encountered across the schools I have worked in, is how valuable thematic, inquiry-based, project-based learning is to the students.

Inquiry and project-based learning allow for students to become engaged and enthusiastic in their learning and progress, as it provides them with a platform to showcase their interests with pride:  project-based learning gives the students agency to become independent, confident, life-long learners. 

When developing a project-based curriculum, it is important to establish specific lines of inquiry which allow for the students to construct their own focus of interest. As a trained inquiry facilitator, I carefully plan projects to engage the students; giving them the structure to stay focussed whilst allowing for them to explore within their own curiosities. 

Project -based learning not only allows for students to have ownership of their learning but it also teaches valuable skills. It teaches them to have responsibility for their learning and pride in what they produce. I have seen this evidenced through many projects that I have planned and coordinated. 

The benefits of project-based learning are countless, but, to summarise, I would categorise the benefits into three subheadings: responsibility, motivation and life-long skills. As a teacher and coordinator, these are values I hold at the centre of my personal pedagogy. Through creative and well-informed planning, I ensure the students are enthusiastic and eager to learn, discover and take action. I believe each year has its own unique part to play in each child’s education and planning should therefore be kept fresh, current and evaluated regularly to ensure the students maxim learning potential is met. 

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Starting my career with the Teach First Leadership Development Programme was certainly a baptism of fire. The programme is a charitable organisation which highlights the differences in outcomes for students from disadvantaged backgrounds and seeks to close this gap by employing graduates from top universities around the UK and placing them in schools in low income areas. In practice, this meant a 6 week summer residential programme followed by being placed in a classroom in front of 30 students who have not always had the best relationship with the education system. During the following two years, I was able to develop my teaching practice and theoretical pedagogy both in the classroom and by completing my qualifications at university. Although these experiences were tough, they certainly shaped me as an educator. I found that in the face of poor behaviour and a severe lack of motivation, building positive relationships with students was key to developing them as mathematicians and all-round students.  

Teaching in international schools around the world meant a change in the background of the students in my classroom but the idea of building a positive relationship with them remained a core pillar of my teaching philosophy. The challenge was now less about implementing behaviour strategies but rather seeking strategies to ensure that all students could reach their potential.  

Even for motivated international school students, mathematics can often be a daunting subject. However, if students feel that they are making progress then they often start to see the subject in a much better light. Therefore, whether students are naturally gifted mathematicians or not, it is important that in each lesson they can pinpoint the skills that they previously could not do, but now can. In this way all students are made to feel successful even though their outcomes may be different.

One of the key features of teaching maths at Avenor is how we look to challenge the highly able mathematicians that we have. For these students mathematical processes can come easily but they often struggle applying them to real world situations or more complex problems. It is therefore important to model strategies and encourage resilience when faced with tough situations. Working in small groups also helps them develop their understanding as they are made to clearly explain their theories and methods to others. As a teacher, it is my role to facilitate this process with questions rather than provide answers when students are struggling.

When combined, building a positive relationship with students and ensuring that they are sufficiently challenged builds an environment which allows them to maximise their potential and flourish as mathematicians.