Author: Avenor College

Dr. Elizabeth Hidson, Senior Lecturer in International Initial Teacher Training, visited Avenor in April and shared with us some of her findings in best practices when it comes to teachers training around the world. 

In Avenor she was impressed by the ‘Teachers for Teachers’ Programme and the complexity of the Teachers Capabilities Framework – an instrument created to guide each teacher in their own professional growth. 

 

Could you share a little bit of your experience with us? It must be fascinating to travel around the world and keep an eye on innovation in schools that could really create an impact. 

I’ve been in education for about 25 years. The first part of my career was in schools, as a school leader or in curriculum development, but I’m always a person who asks why? Why do we do this? 

And even 25 years ago I used to ask for evidence of why I should do a particular thing because as a person who was designing the curriculum, who was looking at school improvement school leadership, I always felt that we needed a very secure reason for doing certain things.

My day job is international initial teacher training, developing new teachers. On the other hand, I’m a research and knowledge exchange fellow.

The University of Sunderland has given me time and funding to find interesting and innovative things that I can be involved with, that would bring improvements that could then be identified as having an impact. 

My particular belief is that schools and teachers have the capacity to identify their own areas for development through evaluation, through action, through evidence informed practice, taking the best of what we know from education research, and taking what we understand of the context because the context is very important.

Pedagogy, theory and quality – all together in ‘Teachers for Teachers’ programme 

One of the things I’ve seen in Avenor is the ‘Teachers for Teachers’ programme.  It is as good as any school based initial teacher training that I’ve seen anywhere, because it’s really well thought through, the pedagogy, the theory and the quality are all there.

The really nice thing about the ‘Teachers for Teachers’ programme is that it’s not just a programme, it’s a two year programme with very high-quality experiences for them. I think these teachers are very lucky!

It’s very common for teachers to go and be in the school training up throughout the year; it’s usually one year full-time with or without payment. What I do is partner the university with schools to provide that practical input so that teachers are getting both. If they’re planning to be internationally mobile they need an understanding of where they’re going to work and the teacher registration requirements which vary. 

What else besides the ‘Teachers for Teachers’ programme draws your attention in Avenor? 

I’ve looked at the Teacher’s Capability Framework. Very interesting. You’ve got the idea of the novice and the expert and then if you start to think about impact and again, in the ecosystem of a school you’ve got things happening at the individual teacher level, at the department level, at the school level, and beyond. So there’s logic in the way that it is structured.

The nice thing about looking at the Teacher’s Capability Framework is that every time I pushed into it and thought about something and dropped new ideas in, it worked. I couldn’t find anything that was broken. It works really well together. I was making sure that you’ve got things growing vertically as well as so that you get better and better as an individual as well. Getting better and better as a member of a team, as a department, as a school and beyond.

We can do a lot of good in the classroom, but sometimes there’s a limit to sharing that so the next level is where you start to share things with other people, with other teams, with the departments and then macro sharing it in the whole school and outside of the school, like in the OECD project. It’s very interesting working with a global collective of schools to contribute to the development of something internationally robust.

We pay forward in education

I believe that parents that have access for their children to schools that invest a lot in teachers’ innovation are lucky  that they have this type of access but sometimes it’s very hard to explain all of this good and valuable work to parents. They have different ways to look at education. 

Maybe there was one teacher 20 years ago who said something and now you realise – my goodness that teacher had belief in me.

I think that the wonderful thing about internationally minded looking education is that you see yourself not just as an individual, but that you see yourself within a community, within a society and then to be able to give back to society to your country, to region. 

I think researchers and sometimes teachers tend to say this is this and it’s the right way to do it.  But I think it’s more important to foster enquiry, engage with an opinion.  

I think you are very lucky to be in a community where everybody is trying, testing, thinking twice. It counts a lot because it drives you to think it’s the same with teachers.  The sort of environments where teachers flourish are the places where there is club involvement and the communication with the community is very strong.  

I’ve lost track of how many schools I visited over the years, perhaps hundreds and hundreds of schools. And you walk into the school and then I think the test is: would you work here? Would you like your children to be here? 

In education, continuous learning and search for innovative practices and effective teaching and learning methodologies represent an ongoing process. Schools are not just places of learning; they are true networks that collaborate and experiment in search of the best solutions for students’ education.

Because we strongly believe in this approach, in September 2023, Avenor applied to become a member in the OECD Schools+ Network, a global initiative that provides a learning platform for schools worldwide. Learning within the network is done through the exchange of best practices and by building successful models that can be applied  later in the design of learning processes in schools.

Thus, our school, along with 140 other schools from 40 countries around the world, selected to be part of the network, is now involved in creating a Toolbox of Effective Classroom Practices. More than that, we are one of the 10 schools selected to lead one of the 5 projects of the OECS Schools+ Network initiative.

How we are working to achieve this goal, what we have learned from the project, and how we are furthering the experience within our school community, we learn from Dr. Mihaela Stancu – Romanian Language Curriculum Leader and co-leader alongside Dr. Daniela Vasile for the Network’s research group on Cognitive Engagement.

 

What was Avenor’s motivation for engaging in this project?

A few years ago, we set as a school-wide objective to continuously stimulate and challenge our students, prompting them to think and find solutions. In order for students to be stimulated, they need to be cognitively engaged throughout their learning process. 

Although we have made progress in this direction (measured through surveys and exam results), we persist in refining practical tools to accomplish this goal effectively in the classroom.

By joining this project, we have the opportunity for genuine dialogue with schools worldwide, sharing our experiences, learning from theirs, and tailoring various solutions identified to our unique learning context.

Ultimately, the aim of all participants is to enhance students’ cognitive engagement.

 

How does the network work?

The network comprises 140 schools worldwide, representing approximately 118,000 students. To facilitate collaboration within the network, six working groups have been formed, with each school having the opportunity to join one based on its expertise and collaborate throughout the year with the other five.

The six working groups are: Classroom Interaction; Cognitive Engagement; Formative Assessment and Feedback; Quality of Subject Matter; Social-Emotional Support; Transversal Group on Pedagogy in Less Resourced Contexts. Avenor is part of Working Group 2 – Cognitive Engagement – which we also coordinate, with the assistance of Dr. Daniela Vasile – Director of Learning. Alongside Daniela and myself, four other colleagues are involved in the project: Mihaela Ancuța – Mathematics Curriculum Leader, Mari Nicolae – Academic Learning Lead Primary, Cristina Bumboiu – English Curriculum Leader, and Tania Răduță – Acting Head of Nursery.

Group work is conducted through online sessions, with specific objectives that we aim to achieve from one meeting to another. These meetings enable us to engage in dialogue and exchange ideas with teachers from around the world, co-creating solutions for our common challenges. The fact that each participant brings unique perspectives and experiences in the group  makes the entire endeavor highly beneficial for all involved.

 

What have been the most interesting lessons learned so far in the project?

Perhaps one of the most intriguing aspects we’ve discovered is that there are no differences when it comes to the challenges we face, and our interests are common – teachers worldwide want to know how we can engage more our students in the learning process.

Another common challenge is that, at some point, we all have to answer students’ questions: “How is what I’m learning relevant to me?“

This led to a question – How can teachers create meaningful learning contexts and connections to the real world?

In our attempt to find an answer, the solutions proposed by our group colleagues have been some of the most significant lessons learned for me:

• Using a variety of real-world examples in teaching;
• Challenging students to ask themselves questions about what is truly relevant and what are the big ideas that matter;
• Introducing topics of interest to students, actively engaging them in conversation. Examples of such topics can include poverty, gender, racism, diversity, social media, and animal rights;
• Encouraging students to learn from each other – each coming from specific contexts with their own life experiences;
• Adopting a collaborative school-family working model;
• Encouraging students to get involved in their communities, to be concerned about local and global issues.

Looking ahead, what are the expectations from this project?

We, the Avenor team, are very excited about this project and everything it entails, and we eagerly await to see how the Toolbox of Effective Classroom Practices takes shape, hoping to eventually use it in our classroom activities.

From a broader perspective, the OECD Schools+ network is more than just an educational initiative; it is evidence of the power of collaboration and a shared vision in transforming learning experiences. Through their active participation, teachers from around the world set an example in terms of innovation and commitment to excellence.

Avenor Summer School is a comprehensive non-formal education programme in English, focusing on providing children with enriching experiences. Designed each year with great creativity and passion by dedicated teams of teachers, the programme aims to offer children aged 2 to 14 real options for spending the first weeks of summer holiday in an educational and fun way, alongside friends.

This year, Avenor offers three distinct summer programmes, each tailored to specific age groups (2-6 years, 6-10 years, and 10-14 years), with unique approaches and content. Details about each programme can be found on the Avenor Summer School webpage.

In a series of three interviews, we aim to learn from the educational coordinators of the summer programmes about the new features of this year’s edition. We invite you to read the first interview with Andreea Dumitrescu, Educational Coordinator of the Summer School for primary school.

 

THE MOST ANTICIPATED ACTIVITIES 

Andreea, what are the most anticipated activities included in this year’s programme? 

Primary school children are always very excited about the summer programme because it gives them the opportunity to engage in a variety of fun activities with their friends or other children of the same age. During the summer, school is no longer just school, and what happens on campus resembles more of an adventure camp. And this is a very important aspect because in the first weeks of holiday, you really want to enjoy summer.

This year, the traditional Water Fun Day remains at the top of the children’s preferences, closely followed by the Pyjama Party that we intend to organise for all participants. Trips to Destiny Park and Cernica will surely also be on the list of favourite activities.

 

THE PROGRAMME’S PHILOSOPHY

How was the summer programme designed?

Each year, when we begin planning the Summer School, we have the following objectives in mind. 

On one hand, we aim to provide children with a memorable and engaging experience. On the other hand, we want them to spend two weeks where fun activities are combined with educational ones.

Last year, for example, our projects were related to nature and allowed children to discover new cultures and amazing things from around the world. Combined with hands-on activities, an escape room, a lot of interaction, and many games, learning tasks were perceived as fun activities.

This year, we aim to continue this approach and to integrate project-based learning in a playful manner with artistic activities such as music, dance, drama, painting, and sculpture – nature remaining the central theme of the programme.

OUR PRIORITIES

Thinking about the programme as a whole, what are the most important aspects for you as an educational coordinator?

There are three aspects that I prioritise when it comes to Summer School.

First and foremost is the child’s experience, which I aim to be a positive one, providing a good balance between education and fun, and ultimately leaving them with precious memories that will last for years.

Secondly, I think about the team of teachers behind the programme. Somehow, every year I am amazed by their dedication and creativity, by their careful planning of every detail, and especially by their desire to innovate, to propose new and relevant activities for the children. I highly appreciate the entire team, as without their support, the project wouldn’t be what it is today.

And last but not least, I think about the parents of the participating children. Maintaining open and prompt communication with parents is a priority for me, and when I receive feedback like the one below, I know that the programme has achieved its objectives.

WHAT PARENTS SAY

“We enrolled Ana in the Summer School to familiarise her with the school, two months before starting grade Pregătitoare.

On the first day, I left her crying, and all day I wondered if I should have been more patient. She didn’t know anyone, neither the children nor the teachers, and the place was completely new to her. When I picked her up, she was very well and told me she really liked it! 

She made friends easily, and she liked all the teachers she interacted with.  In the following days  she took care not to be late so as not to miss anything from the programme. 

At the end of each day, she enthusiastically told me about the activities she did (and there were indeed many and varied, music, drawing, sports, English, or water games) or what she saw on trips. 

In the end, we, the parents, were invited to an exhibition with the children’s works during Summer School and we were very impressed by what they achieved in two weeks. 

On the last day, it ended again with tears, this time of sadness, because the Summer School lasted only two weeks… For us, it was very important that we picked up Ana happy at the end of each day. And I think the best thing for her is that she can’t wait to start school again, to go back to Avenor.”

At a ceremony held at Elisabeta Palace, 11 Avenor high school students were awarded Gold level completion certificates by Her Royal Highness Margareta, Custodian of the Romanian Crown. During the same event, Avenor was honored with the “Certificate of Recognition for Outstanding Delivery of the Award Programme” acknowledging our school as one of the largest centers in the country. With a growing number of students embracing challenges to develop their interests and gain valuable skills, we take pride in both our students’ achievements and the dedicated team guiding them. Together, they have elevated the programme to its current level of excellence.

 

We are proud of the 11 Avenor high school students who were presented with the Gold Award certificate during the ceremony hosted by Her Royal Highness Margareta, Custodian of the Romanian Crown, at Elisabeta Palace. This moment was a recognition of their dedication and commitment, as well as the collective effort of the leadership team facilitating the programme within the school.

“I wholeheartedly recommend The Duke of Edinburgh’s International Award programme to all young people who want to get to know themselves better and discover themselves during such a special stage in their lives, because it will give them the opportunity to realize how important social connections can be in their personal development. It’s the kind of experience that will show them the beauty of the freedom to express themselves as they wish, to try things that may scare them at first, to see the world from different perspectives, to communicate in ways they never thought they would, to explore everything they set out to do, to achieve things that truly matter, and to live intensely in every moment.

As expressed during the ceremony at Elisabeta Palace, I entered the programme as a curious child, eager to explore, create, and learn. Now, I emerge as a ‘prepared’ adolescent, equipped to face life’s challenges. The experience of the ceremony on March 27th was transformative. 

Upon arrival at the palace, I felt a unique energy and a sense of belonging. Interacting with fellow participants infused me with positivity, warmth, and encouragement. I had the opportunity to meet new people, to learn stories from each other that made me realize how much beauty there is in a diversity of people with different paths, coming together to celebrate an “end” that is actually a new beginning,” says Maria, 12 Alfa, holder of Bronze, Silver, and Gold Award certificates.

Students participating in The Duke of Edinburgh’s International Award programme receive international certificates and badges of recognition, according to the level they have completed: Bronze, Silver, or Gold. These certificates, recognized by universities and employers worldwide, are awarded at special ceremonies attended by programme participants, sponsors, and supporters.

Bronze and Silver ceremonies are organized at the local level, while Gold ceremonies are organized nationally and hosted by Her Royal Highness Margareta, Custodian of the Romanian Crown, with the presence of other special guests at Elisabeta Palace.

“Setting aside the multitude of overwhelming emotions I experienced during the ceremony, I can say that I am proud. Proud of myself, my classmates, and the teachers who have encouraged and supported us along this journey. Involvement in the programme has primarily helped me realize my own evolution – I now understand my limits and qualities much better, and I have confidence that whatever goals I set for myself in the future, I will be able to achieve them. The programme has demonstrated to me that if I am dedicated and put in effort, I can learn anything.

This recognition means more to me than just a diploma;  it is an extraordinary way to meet new people, find new opportunities, and unlock numerous professional and personal prospects.” says Vlad, grade 12 Alfa, holder of Bronze, Silver, and Gold Award certificates.

For Avenor, the ceremony held on March 27th marked an exceptional moment of recognition, with 11 out of the 16 students achieving the Gold Award coming from our school.

“Avenor initiated student participation in The Duke of Edinburgh’s International Award programme back in 2018, and by February 2019, we already had 28 students enrolled, accompanied by 5 leaders and 1 student completing the Bronze Award level. Now, in 2024, we are proud to have 138 students enrolled in the programme, 11 leaders, 105 students attaining the Bronze Award, 29 achieving the Silver Award, and 14 earning the prestigious Gold Award. 

Avenor students have the opportunity to enroll in this programme at the beginning of 8th grade and are mentored throughout by an enthusiastic team consisting of: Ionel Vodă, Sebastian Ion, Manuela Nae, Sandra Barbu, Steliana Curelea, Claudia Andrei, Alexandra Andrei, Valentin Brabete, Jenny Taylor, and Anda Costache.

We are thrilled by the growing interest in the programme and stand by all our students eager to confront the challenges leading to recognition, whether it be Bronze, Silver, or Gold.” says the programme coordinator at Avenor, Luminița Susanu, Student Programmes Manager & Examinations Officer.

Supported by the British Royal Family, with His Royal Highness The Duke of Edinburgh as Global Patron, the Award has been available to young people in Romania since 2013 under the High Patronage of Her Royal Highness Margareta, Custodian of the Crown.

The Duke of Edinburgh’s International Award programme is a global leader among youth programmes. Regardless of their background, economic or social context, young people benefit significantly from this programme, as it offers them the opportunity to excel and receive international recognition for their efforts.

In an experience that combines the acquisition of new knowledge and life skills with moments of relaxation and fun in nature with peers, this programme significantly contributes to shaping the professional and personal future of the youth who participate in it.

 

One year ago, Avenor launched “Teachers for Teachers“, a training and mentoring programme for early-career teachers who want to turn their profession into a true vocation. Our goal was to recruit both primary school teachers and subject teachers for middle and high school who aspire to become the best version of themselves in their careers.

One year later, we talk to Cristina Bumboiu, English Curriculum Leader and Coordinator of the “Teachers for Teachers” programme, to find out what happened in the first year when two young teachers benefited from this project – Oana, Teacher of History, and Andrei, Teacher of Physics, how the program unfolds, and what challenges are encountered.

 

PROJECT START

The intention to create a framework to help young teachers become more confident professionals when embarking on their exciting yet complex teaching journey germinated two years ago and we were happy to launch the Teachers for Teachers project in the spring of 2023. 

At first we did not quite know what to expect but we knew we wanted it to be a two-year journey aiming to help your teachers become better at what they do. After meeting a few enthusiastic graduates we realised that the project was going to be a wonderful learning experience for all those involved as they were asking a lot of questions which made us realise that there was a potential to address an already existing gap in their previous knowledge of  and experience in teaching (pre)teens. 

I think we can now confidently say that our initial predictions were confirmed as Oana and Andrei, our current two trainees, have greatly benefited from receiving input, feedback and exposure to teaching real students in a safer environment instead of being thrown at the deep end. 

”The motivation to enrol in the ‘Teachers for Teachers’ programme came from my desire to contribute to educational development and to share my knowledge in physics with my colleagues and students. As a graduate of the physics faculty, I see this opportunity as a way to collaborate with professionals in the field and to learn from each other to create a more efficient and engaging learning environment.” says Andrei, Physics Teacher and participant in the programme.

WHAT ARE WE AIMING FOR

Since this project aims to at first give participants some time to adjust to being part of a dynamic community while incorporating aspects related to teaching and pedagogy, the aspect of forming positive relationships is crucially important. 

We therefore started by inviting our two young colleagues to first notice the way in which Avenor community members relate to those around us so they were able to make a first impression of the school culture. We sought to encourage them to familiarise themselves with all main aspects of the school life so our newest colleagues could better understand the  mechanisms of the dynamic of an ever growing organism that the school is.  

Our team of teachers from across Primary, Middle School and High School have welcomed the participants into their lessons, their wisdom, experience and expertise being the key ingredients of this process without which we would not have been able to advance the project. 

The senior teachers and mentors have weekly meetings aiming to support their mentees with helpful feedback based on their lesson observations. My role within this process is to curate materials, to set up their weekly routine activities but to also keep in touch with mentors and senior teachers so their advice gets fed back into my weekly meetings with the two trainees. 

This is because we view this as a system rather than a silo keeping the participants away from the other areas of school. We are all interconnected and this reflects in our daily lives. 

”The experience within the Teachers for Teachers programme, which started at the beginning of the school year, has been extremely valuable and useful for me as a trainee teacher. Through this program, I was guided and supported by experienced teachers and a dedicated mentor, allowing me to learn and evolve significantly.

Close collaboration with mentors specialised in history has led me to explore innovative teaching methods, historical contexts, and interdisciplinary approaches deeply. Through this program, I developed essential communication skills, better understood students’ needs, and created engaging and stimulating learning environments.

Furthermore, the guidance provided by the mentor in the program encouraged me to implement my ideas and surpass my limits sustainably and constructively

Participating in the Teachers for Teachers program is an essential part for my professional growth. It not only provides me with support and guidance, but also allows me to enhance my skills and confidence as an educator.” – says Oana, Teacher of History and participant in the programme.

CHALLENGES

Since this is a new initiative we have also encountered quite a few challenges. Since this is a new role within the school we found that sometimes not all community members shared the same understanding of the process and we are still in the process of refining the process so it will become better next year when we plan to continue. 

At the same time, not having a model to refer to meant that much more time than initially anticipated was needed in order to create a more coherent structure. Since Oana and Andrei have become more independent in their teaching this year it looks like the project will need some adjustments so it is better suited to those involved in it. 

From a training perspective reaching common language and expectations has been and is still one major focus area. Since young professionals may come with their own set of experiences and expectations, sometimes what we mean by ‘giving clear instructions’ for example may be different from what they have been used to in their careers as students, for example. 

WHAT’S NEXT

But this is where our team’s experience comes to debunk myths and misconceptions. 

I would say that hard but honest conversations are central to personal and professional development and if I were to think of anything  I could say to our current trainees it would be that they should be really listening to and incorporating the feedback they are given. 

If Avenor were a village they would be the two toddlers whose growth everybody has contributed to.  

Any young graduate or teacher wishing to be part of the project should know that this is an extraordinary experience that I wish I had had 20 years ago when I started teaching. At that time I was guided by my former High School English teacher who was very eager to help me but I did not know very well how or where to start. 

Here we have that system which is being constantly developed and the key factor is the willingness to be brave enough to take risks, to make mistakes and most importantly to reflect on those mistakes and to become a better person and a better professional. 

The 24 hours Business Challenge is a student-led project that involved a 24 hours challenge for 4 teams of students who had to come up with a business plan prompted by a brief they received on the day. 

Ioana, a 11 Delta student, was the initiator of this project, which she organised with the support of Maria – 12 Alfa and Horia – 10 Alfa, serving as co-project managers.

They were supported by Valentin Brabete, Teacher of Economics and Business Studies, and 19 volunteers who collaborated to put in place this business marathon, which took place in the Avenor Arena.

We invite you to read the interview below to find out more details about this project initiated and entirely coordinated by our students.

Ioana, how did this project come about? What was your motivation to organise a business challenge?

Before coming up with the idea for The 24h Business Challenge, I was on a quest to find a scholarship project which would be representative of my own passions but also relevant to the school community.

I started noticing the interests of my peers and considered existing projects before drawing the conclusion that many students at Avenor are business-oriented, yet there aren’t many opportunities, at least in my year, to develop entrepreneurial skills and perspectives. 

Once I started thinking about entrepreneurship, the ideas followed naturally and the concept of the event came up during one of my many spontaneous brainstorming sessions in the hallways with Mr. Brabete. He was the one who suggested the sleepover aspect and together with Maria and Horia we developed a solid plan.

My motivation for organising a business challenge came from the desire to bring together the school community in an entrepreneurial context where the broad concept of “business” could be dissected and understood on a deeper level. We casually talk about business in our daily conversations, however, the business is constantly evolving and not many fully comprehend its continuously-expanding margins. 

What was the schedule for the day?

Our organising team arrived at 8.30 on Saturday to set up the final touches after working on arranging the floor the previous evening. At around 10 AM we opened the event with a brief introduction of the theme (Social Entrepreneurship) and welcomed our workshop hosts: Diana Segarceanu (Marketing), Andrei Rosu (Entrepreneurship & Social Impact), Cornel Danila (Finance) and Monica Dudoiu (Leadership). They each held interactive workshops that left our participants speechless and made me personally wish I was an attendant. 

Related to the challenge brief, we themed the decor of the Arena as a camping site. We had flowers on the working desks and a little meadow with pillows and tree trunks gathered in a circle around a cauldron. Every time an event stage started or ended we played traditional music and everyone knew to gather in the meadow.

During the snack break, we prepared a team-building exercise that brought laughter and released energy. The winning team was allowed a 20-minute Q&A session regarding the brief with Mr. Valentin, our coordinating teacher.

The lunch was  sponsored by HORECA Culinary School, followed by an afternoon where students managed their own time and worked on the challenge.

Throughout the afternoon and evening, the teams initiated volleyball games and dance breaks to help them reset before going back to work, building friendships and thriving in the company of their peers.

We started the morning early, the team setting up the breakfast products provided by Laptaria cu Caimac and Filgud while the challenge participants woke up to music and got ready for the final day.

They had some more time to do their final preparations and rehearse the presentations before our esteemed judges, Cristina Willows, Andrei Dudoiu and Felix Patrascanu, arrived.

The teams presented the projects they put in work and passion throughout the night and confidently answered the questions from the judges. Each team received thoughtful feedback and not long after the final decisions were made. 

We had a lovely closing ceremony where we presented the winning teams with certificates and announced their prizes (Summerwell tickets for the winning team, internships at Fan Curier for the runner-ups), followed by a warm thank you and diploma awarding ceremony for the organising team, who stayed until 3 pm to reset and clean the Arena and cafeteria.

I couldn’t be prouder of the hardworking, cheerful and resilient team who gave life to this project and I am forever grateful to our workshop hosts, judges and sponsors, who helped make it happen.

Maria, what were the most challenging moments in organising this project?

Since I chose to be part of this project, I’ve had a great dose of positivity regarding any “impediment,” “problem,” or difficulty that might arise in our process. And that’s because I believed wholeheartedly in the potential of this idea, in the magic of shaping our dream and turning it into reality, regardless of anything. 

Although it sounds like a cliché, I firmly believe that absolutely anything in this world is possible if we have faith while putting love and joy into our visions. And this project demonstrated this to me once again. 

To answer the question specifically, one of the most challenging moments was when there were very few days left until the event date and we didn’t have many registered participants. In fact, we knew we couldn’t hold it. I’ve had some intense days full of fear, as there was no option in my head to cancel the event. Behind these emotions were constant thoughts about the entire team of over 18 people together with mister Valentin Brabete, who had put effort into working these months with the best intentions for what was about to happen. Almost everything was sorted out, with speakers, judges, and sponsors taking their time to support us in every way that they could. 

Although I remained very confident and believed that somehow we could still “solve” the situation, I had some tougher moments of breakdown and anxiety, from which I learned a lot about myself.

Other hard moments to witness were during the event itself, at night, when I observed the 4 teams working on the challenge. It was very hard for me to see moments when they were exhausted and drained from so much hard work. I constantly felt the need to encourage them or to do anything to ease their effort. I was genuinely shocked to see how much motivation, strength, perseverance, optimism, intelligence, humour, inner balance, and above all, empathy, existed in my colleagues. I am so grateful to have had the opportunity to discover them. It’s something beyond words what they’ve managed to accomplish during this competition.

It was a deeply cherished project that will always remain in my heart. And that’s especially because of the real connections and unique relationships we formed, with some rare human beings who I’m sure will make this world a better place. ✨

Although I could never stop writing about everything we’ve experienced, I have to conclude somehow. 

This whole experience was about people, with people, and for people. And that was the backbone of this project, from my point of view! ❤️

Horia, what surprised you the most in the process of organising this event?

One of the first things, and one of the most important things in the process of organising this event was choosing our team. 

In the beginning, despite the clear differences between the people we ended up selecting for this team due to the fact that we have worked in a different style than usual, this being a combination of students ranging from 9th graders up until 12th graders. These differences have clearly imposed certain difficulties and sometimes even tensions, but I was pleasantly surprised to see just how well we, as a team, have managed to work together. The sheer support and the utter motivation I have seen from everybody involved in this project has clearly made it an enjoyable experience for everyone involved.

However, it is crucial to also mention what surprised me during the actual day in which the event took place. Despite the challenges brought towards the participants by the brief, I was shocked to see the dedication that certain participants showed throughout the entirety of the event. Even at really late hours, I could still see the dedication that they were portraying, which I can admit was not only hard to acknowledge at that moment, but it still currently is. 

The fact that our ideas have blossomed into a project which has got a big chunk of the Avenor community involved is still something that I’m thinking about even to this day, and I cannot thank everyone enough for all of the work put into this project.

Vali, what are your thoughts after supporting and subsequently observing this project?

We have amazing kids, as you already know, and it is truly a privilege to work with them and see them pushing themselves out of their comfort zone and learning. Competitors and organising teams have raised the bar and modelled very high levels of responsibility and professionalism. The organising team got to school Saturday at 08:30, and the last of us left Sunday at 15:30. The competition lasted 24 hours excluding training and judging time. 

It was absolutely impressive to see some of our students still working at 04:00 in the morning, while others were sleeping having decided to finish work immediately after they woke up. The quality of their business proposals was extraordinary, particularly taking in consideration the young age of students participating in the competition (grades 8 and 9). They received high praises from the members of the jury and feedback to reflect on for the future.” says Valentin Brabete, Teacher of Economics and Business Studies.

From the moment they enter an early years setting toddlers and preschoolers start spending more and more active time in the nursery than at home every day. From the routine they had in their home environment they slowly adapt to the nursery routine, in a new setting with new adults and children around. 

What to look for? How to shorten the list of options?

We are all aware of the fact that children thrive when they feel safe and secure and when they are supported to form positive relationships with the people around them. Only then, real learning starts happening.

When choosing a nursery for your little one, definitely the main criteria to consider are: high standards in terms of health and safety,  a strong culture of positive relationships amongst the entire community and a broad and balanced curriculum.

How do you recognise safety in an educational environment?

During your first visit to a nursery site you can look for: medical staff and the attitude of children towards them, the interest of the institution for safeguarding and child protection, children-teachers ratio in the classrooms or the menus. Later on, you can ask for information about how the curriculum supports the children’s awareness and learning on health and safety matters.

The student experience in Avenor Nursery is quite a pleasant journey in terms of safety. Every morning the child  enters our setting, says “Good morning” to the security guard, then goes to meet the nurse who’s checking on children every morning in the lobby and, why not, have a friendly chat with her. After changing shoes and saying “Goodbye!” to mum and dad, he goes to the classroom, always accompanied by a teacher, according to the principle of “never alone” children in the campus. Then, a whole world of curiosity and discovery opens every day, ensuring children a sense of freedom and comfort, while through all the procedures for safety we continue to discreetly protect them: age-appropriate resources, teacher-children ratio in the classroom and risk assessments. The curriculum is present everywhere through the adults around the children: in the lunchroom, at the toilet, on the stairs, outdoors and in the classroom, while addressing topics like healthy food, fire drills, germs and playing safely etc.

Meanwhile the parents, every morning, follow their children’s journey by consulting the daily menu, using the opportunity to interact directly with the medical staff, leaders of the team and teachers or even express written concerns in a special box at the entrance of the building where they always find information about the Designated Safeguarding staff members. 

Parents are reliable partners in ensuring safety of the entire community, by following the Parents Guide, respecting our procedures and offering constant feedback.

What does nursery well-being look like?

Given the fact that meaningful learning takes place after children feel emotionally and relationally comfortable in the nursery, cultivating positive relationships is crucial to their progress and development.

The way in which children interact between themselves, the communication between parents and teachers, as well as the conversations that teachers have with children can give you a feel of the quality of the relationships in a nursery setting. You can also look at the approach that the nursery school has in terms of behaviour management, the opportunities provided for promoting staff wellbeing, together with events that bring parents closer to the school such as parenting workshops, themed days or open classroom sessions.

At Avenor Nursery we understand that mornings are essential for welcoming children and helping them start a new day with a smile on their faces and at the same time for checking in with the parents and talking about any information that is relevant for the day. Afternoons are for feedback and therefore contribute to the constant flow of professional, transparent and trustworthy communication between teachers and parents. The Avenor teaching team takes part in team support sessions, can access whole-school well-being initiatives and professional learning and development training, actions which contribute to both their personal and professional growth process. Last, but not least, the ‘School from Home’ programme welcomes parents for conversations on different parenting aspects that they find useful and connects the dots between home and nursery in terms of dealing with stage-related behaviours. 

What is the impact of a broad and balanced curriculum?

Because early years is the fundamental stage for the future learner, we recommend choosing a broad curriculum that stimulates and explores multiple directions, while maintaining an appropriate balance through the focus on the prime areas of development which will ensure the basic competences for any further curriculum that the child will follow later on. 

In Avenor we’ve explored the potential of such a curriculum throughout the years. Now Avenor Nursery has developed its own curriculum based on the British Early Years Foundation Stage set of standards which promotes learning through playing and exploring. We have designed learning modules that promote inquiry, having in mind the impact on thinking:  children develop awareness and understanding about concepts related to the past, the world around them and are challenged to think about the future through making predictions and designing from their imagination.  The continuous provision in the areas of learning promote hands-on experiences meaning that through using/manipulating those resources children are learning actively, they are collaborating, asking questions or developing and testing new ideas. 

English language development is another key aspect with a strong long-term impact on learning. From singing rhymes and acting stories with our toddlers to guided reading and writing sessions with Year One, children make visible progress and take pride in their achievement. Moreover, a child’s vocabulary is carefully developed through the other areas of learning. For example in a maths area or activity children acquires new specific vocabulary and understands concepts such as patterns, shapes, more or less/ comparison, whereas in a science-related activity they will learn to name various specific tools and understand transferable concepts such as observation, prediction or causation; all these are carefully planned to happen in a logical age-appropriate manner, in order to ensure that each child makes progress.

The impact of a curriculum is visible even from the beginning of the learning journey if you look at the child’s real life contexts: the way he activates the concepts learned or how he makes connections, or even just the attitude in front of new situations. In Avenor Nursery we value the relevance of learning in the real world and we support the curriculum through a co-curricular framework designed to offer an even broader perspective and more diverse  opportunities. The variety of club sessions ensure choice, while encouraging the pursuit of personal interests. The learning outside the classroom framework includes exposure to the real world through trips, external visitors, spending time and learning in nature.

All of the above are key points at Avenor Nursery and are sustained by policies and practices that are based on the values, expectations and procedures of British education.

Avenor Nursery is a British School Overseas accredited Nursery meaning that it has been inspected and received the outstanding judgement by the British Government and the inspection process is quality assured by the Office for Standards in Education (OFSTED).

In a world where exploration and innovation are fundamental, Avenor offers passionate mathematics students various development opportunities. Through competitions and mathematical challenges, students are encouraged to step out of their comfort zone and expose themselves to new and unusual situations. Experts argue that this approach not only keeps the brain young but also prepares students for future challenges. 

In this article, Mihaela Ancuța, Teacher of Mathematics and Mathematics Curriculum Leader, helps us better understand the benefits that students have gained from participating in competitions and how thorough preparation and recognition foster increased motivation and confidence in confronting new challenges.

 

”Our goal is to offer passionate maths students various opportunities to step out of their comfort zone and expose themselves to new and different situations from those they encounter in their everyday classroom. Experts say that facing new and unusual situations is a way to keep your brain young, so why not? 

Participating in competitions is not an end in itself, but rather an alternative, an option, a choice for each student. What we have observed is that maths-passionate students have embraced challenges every time; we were glad to see that this year the number of competition participants has significantly increased, as well as their results. 

Participation in competitions is not conditioned by specific preparation in this regard; even relying solely on the knowledge acquired during maths classes, students manage to achieve very good results.It’s wonderful to see their reactions when they hear they’ve won a prize or another. We’ve tried to create beautiful moments for them to remember later, and we’ve handed out the awards in a pleasant setting, without turning the moment itself into a festive and boring one. We notice that after each award ceremony, students leave with an intrinsic motivation to move forward and embrace new challenges.” says Mihaela Ancuța, Teacher of Mathematics, Mathematics Curriculum Leader and Assistant Head of Secondary.

In February, three students who have qualified for the Mathematics Olympiad, Municipal Phase. We stand by them on March 10th, when they will compete alongside the best students from Bucharest to solve highly challenging problems.

 

 

 

At the Upper School, a mathematics competition featuring topics from the school curriculum as well as logic and perceptiveness problems, Ana Maria and Carola, students in 5 Omega, have qualified for the second stage of the competition. Congratulations!

      

 

 

Comper is a national competition in three stages, organised in partnership with the Ministry of Education.

This year, 34 students from 5th and 8th grades participated in the first stage of the mathematics competition, where they achieved very good results, considering the high level of difficulty of the test.

Congratulations to the winners and best of luck in the next stage!

 

The international competition Maths Black Sea is aimed at students in the 4th and 5th grades, and the team representing our school was made up of 10 students (3 from the 4th grade and 7 from the 5th grade).

In 40 minutes, they had to solve 15 multiple-choice problems. The competition tested concepts from chapters such as Powers, Ordinary Fractions, Units of Measurement, Triangles, Equations, and Data Organization Elements. Additionally, the competition included a challenge component with logic questions.

The Avenor team scored 219 points, a result that placed us 2nd out of the 12 participating schools from different countries.

Congratulations to everyone for participating and getting involved!

 

UKMT – Intermediate Mathematical Challenge involves a 60-minute test where students are challenged to answer 25 multiple-choice questions. It is a competition that tests mathematical reasoning ability, precision, and fluency of thought. 32 students from 9th and 10th grades participated in this competition and achieved the following results:

• Gold: 2 students
• Silver: 12 students
• Bronze: 15 students
• Participation: 3 students

UKMT – Senior Mathematical Challenge is a test specially designed for students in 11th and 12th grades. In 90 minutes, students must solve 25 multiple-choice questions designed to challenge their thinking. 21 Avenor students from 11th and 12th grades participated in the competition and achieved the following results:

• Silver: 5 students
• Bronze: 2 students
• Participation: 14 students 

Congratulations to everyone!

Clara’s ART

Clara, a grade 12 Alfa student at Avenor, directed her first play which premiered on February 10th, on the stage of Țăndărică Theater. 

The production received appreciation, captivating audiences with its depth and emotional resonance. Clara’s debut marks a promising start, reflecting her profound passion for theater and directing, particularly evident in her skillful communication of complex messages, as the one in Yasmina Reza’s text.

Below, you’ll find Clara’s story and the initial reviews of the play, shared by members of our community who attended Clara’s debut night – Smaranda Nicolau, teacher of Drama and Media Studies, and Dana Papadima, Educational Director.

Clara’s Story

Over the past decade, I’ve participated in numerous school theater productions. However, I eventually decided to take a step further by dedicating my free time to a teenage theater troupe. It was there that I met Dragoș, Theodor, and Denis, who now comprise the cast of my latest production, ‘Art’. Recently, I transitioned away from acting to focus on what felt like my true calling – directing. Thus, the concept for ‘Art’ took shape, marking my directorial debut.

Bringing this production to life demanded considerable effort, time, and emotional investment. Yet, not once did I experience regret, obligation, or fatigue. In every rehearsal, I loved what I was doing, what we were building. I learned how important it is to surround yourself with people who share the same ambitions, the same passions, and who, in my case, appreciate art. I owe immense gratitude to the talented actors whose dedication and support, from our very first rehearsal, were unwavering, despite my lack of prior directing experience. Every step of the process reaffirmed the authenticity of my love for theater and directing, guiding me along the way.

I am proud of what we have achieved together, and I am excited that the world is coming to see our play.

”A Review” – by Smaranda Nicolau

You might say that Yasmina Reza write plays for grown-ups. A favorite among the group of intellectually inclined artists aged 40+, Reza writes complex scores that brim with the paradoxical experiences that adults accumulate as they go through life. “Art” is about a childhood friendship facing its midlife crisis. Three friends reach a point in their adult lives where they don’t share much anymore. At this point, the completely white painting, with “two white diagonal stripes” that Serge buys for 35,000 EUR becomes the spark that ignites the already existing powder keg.

At first glance, it seems like the play is about the white painting and many experienced directors and actors have indeed made the mistake of dwelling on the obvious theme. But Reza and youthful director Clara Ciușcă, following closely in her footsteps, know full well that the audience wants to see theater, not philosophy. Clara’s “Art” lies in her stubborn determination to probe into the deeper layers of the text. In her play, the social commentary on the value of art is delivered without stealing the audience’s attention from the real issue – the loss of a friendship. Clara demonstrates that she has the ability to work with finesse and depth with the three immensely talented actors playing Marc, Serge and Ivan, to create a story in which the audience invests emotionally, not just intellectually.

With this direction, Yasmina Reza’s text bursts with significance. The author’s multi-faceted words retain their philosophical layers without sacrificing anything from the emotional relationship between the characters. The three interpreters of friends Serge, Marc, and Ivan deliver an expertly sustained powerhouse performance; the acting is as smart as it is believable, the scenes flow rhythmically, the punchlines land with impeccable timing, and everything revolves around a thread of perfect clarity, reflecting Clara’s organizing force of the idea.

Yasmina Reza’s texts seem, at first glance, to be texts for grown-ups. But the audience at Clara’s premiere was equally divided between young and old, and everyone was laughing in unison. I think that through their youth, Clara and actors Theodor Andrei, Denis Belu, and Dragoș Prundeanu, remind us all that often we pretend to be rational when we are hurt and scared, we pretend to be successful when we feel aimless, we pretend that our friends have changed when we are afraid that they simply don’t like us anymore. At all ages.

Testimony from the theater audience – Dana Papadima

Without diminishing Clara’s known qualities – depth, curiosity, creativity – I must admit that last night’s performance left me speechless, yet with hands wet from applause and with emotion in my throat.

I also told her; I didn’t attempt to be kind simply because she is 18 years old, our lifelong student, my friend’s daughter, and indeed, my younger friend. I savored a well-rounded directorial success, a control of the performance dynamics rarely seen even in many “mature” directors, all accompanied by perfect communication with the cast.

Congratulations to all; today, emotion has turned into pride!

 

The second performance of the play will take place on March 20th, at 6:00 PM, at Sensio Living. Seats are limited. Reservations can be made HERE, subject to availability. The ticket price is 40 lei and will be paid at Sensio on the day of the event. All proceeds will go to the artist team.

On February 10th, Avenor hosted the inaugural regional round of the prestigious Oxford Schools’ Debate Competition in Romania, bringing together 56 students from 8 schools. This stage required participants to engage in two British Parliamentary-style debates, with the top 3 teams advancing to the final held at the University of Oxford in March.

During the event, two Oxford students, our guests for a few days, provided explanations on the rules, served as judges, and closely observed the competitors.

Special congratulations to the Avenor team comprised of Ioana and Sofia, students in  Grades 9 and 10, who will represent Avenor in the final stage of the Oxford competition.

Louisa Dăscălescu, teacher of History, and coordinator of the Avenor Debate Club was the driving force behind and organiser of this project, tailored to provide the Avenor Debate team with the opportunity to participate in a significant international competition, pushing their limits and preparing them for the future.

In the interview below, Louisa shares insights on what participating in such competitions means for our high school students.

 

What was your motivation for organising such an event at Avenor?  

Romania is lucky to have ample opportunities to debate in local competitions and events. That said, where were the opportunities for students to participate as a school team that led to a bigger competition or final elsewhere? The debate bubble in Bucharest is excellent, but the students are very familiar with each others’ strengths and weaknesses, and I felt they needed an additional challenge. 

The Oxford Schools’ Debate Competition is a very popular event in the UK – it has over 350 schools competing every year. More recently, it has also grown internationally, with regional rounds in different countries all over the world opening up. I felt it was important for us to have a regional round in Romania and to give students competing the chance to progress to a final with unfamiliar faces in the historic Oxford Union at the University of Oxford.

 

How many debate teams does Avenor have?  How has the interest of students grown for such competitions?

Avenor Debate Club for grades 8-12 currently has 33 members! I hope it will keep on growing next year! 

When it comes to competitions, we set up an internal qualifier to ensure that the selection process is fair and that the students who are ready to compete go forward to represent our school. Some students are more interested in the World Schools’ debate formats where they have teams of 3 and a reply speaker, whereas some enjoy the British Parliamentary style with teams of two and only 15 minutes time to prepare for a debate!

 

What were the debate topics, and what results did our school achieve?

The regional round of Oxford Schools’ Debate Competition implied for the 56 participant students to take part in two rounds of debate on the motions selected and introduced by the two students from Oxford University: for the first round, ‘This House Would demolish all monuments built by recently toppled repressive regimes’ and the second round, ‘This House Prefers a world in which elderly parents live with their adult children as opposed to living separately.’

Our school did very well – one of our teams was amongst the three top performing teams, who qualified for the final at Oxford University. The environment that day was highly competitive with all teams achieving good scores. As a result, the decision to choose three finalist teams was made by the judges from Oxford University in collaboration with the judges from the other schools. As the organiser of the day, I can say that the top ten performing teams were all a few points within each other!

 

What does it mean for the winning team to attend the second phase of the competition, which will take place at Oxford?

The final at Oxford will be a significant step up: speaking time will increase from 5 minutes to 7 minutes, and students will be able to bring pre-prepared material with them to support them in the debate, but it will be tricky ensuring that the material will be relevant and they will have to think quickly on their feet and adapt to arguments they don’t predict coming from equally strong public speakers.

 

Why is it important for students, in the long run, to participate in such competitions?

While the competitions themselves are a chance for students to test their strengths as public speakers against other worthy opponents, the work they put into preparing for competitions is equally or more important than the competitions: the super-curricular reading they do to be familiar with an array of motions and topics, tirelessly honing their persuasive writing and public speaking skills through practice rounds – these actions equips students with attributes and competencies that make them successful in their further education and careers as well as debates.

A highlight of our recent Oxford Schools’ Debate Competition – regional round – was having our two guest judges, students from Oxford University, speak to our students in high school about the value of extracurricular activities in the process of applying to universities in the USA and the United Kingdom.

Ultimately, exposure to debate or other extracurricular activities that facilitate a better understanding of the self and the word will undoubtedly help students narrow the scope and focus of their future applications for university, whilst also arming them with confidence, competencies,  and knowledge about how to present themselves and communicate effectively.