Author: Avenor College

To celebrate  International Teacher’s Day, Avenor College proudly hosted the 4th edition of the “What’s Worth Learning?” conference, featuring a remarkable guest: His Excellency Giles Matthew Portman, the British Ambassador to Romania. The Ambassador’s presence brought fresh perspectives and invaluable insights to the Avenor community, sharing both personal experiences and professional wisdom on essential life skills.

His Excellency’s keynote address touched upon crucial topics such as adaptability, the importance of doing what you love, mastering public speaking, developing emotional intelligence  and lifelong learning. Delivered with a blend of humour and humility, the Ambassador encouraged students, teachers, and parents alike to consider these skills as vital for both personal and professional growth.

Adaptability: A Key to Success

One of the core themes of the Ambassador’s speech was adaptability, a skill he emphasised as fundamental, particularly in a world that is constantly changing. Drawing from his own diplomatic career, he shared personal stories where being adaptable allowed him to thrive in challenging circumstances. His message was clear: adaptability is an essential life skill, one that helps individuals navigate unexpected situations and seize opportunities. For students, the lesson was especially poignant—while having a plan is important, flexibility in the face of change is equally crucial.

Do What You Love

His Excellency also spoke about the importance of pursuing passions. He candidly shared that his original career path had nothing to do with diplomacy—he was once convinced that he would become an architect. His advice to students? It’s okay not to know exactly what you want to do right now. “The career is what happens to you while you’re busy worrying about it,” he said, urging students to focus on what they enjoy and excel at, rather than following a predetermined path.

Public Speaking: A Skill for Life

Another critical lesson the Ambassador imparted was the value of public speaking. He emphasised that in any career, the ability to effectively communicate in front of an audience is indispensable. Programs like Model United Nations (MUN), which encourage public speaking and debate, were praised as opportunities that students should seize to develop this skill. His Excellency highlighted how practice is key—the more you speak publicly, the better you become at it.

Emotional Intelligence: The Soft Skill Employers Value

In addition to IQ, the Ambassador spoke passionately about emotional intelligence (EQ), describing it as an increasingly valuable trait in today’s world. “EQ is incredibly important to employers,” he said, “because it reflects your ability to connect with people from different backgrounds and experiences.” He encouraged students to take part in extracurricular activities like the Duke of Edinburgh’s Award or volunteer opportunities, which help build emotional intelligence by fostering collaboration and empathy.

Learning Beyond School: A Lifelong Journey

A recurring theme throughout the Ambassador’s speech was the idea that learning never stops. While academic success is important, he emphasised that wider life experiences—often gained through extracurricular activities—can teach valuable lessons that traditional classroom settings may not. Reflecting on his own school years, His Excellency admitted that he wished he had been more involved in extracurriculars, encouraging students to take advantage of the opportunities available to them.

When asked about one of his biggest life lessons, the Ambassador shared a powerful message: “It’s okay to admit when you don’t know something and to ask for help.” He explained that acknowledging gaps in knowledge and seeking support is not a sign of weakness but a strength. This humility, he said, is one of the most important things to learn—whether in school, in a career, or in life.

As the conference concluded, His Excellency left the Avenor community with a profound reflection: both good days and bad days are learning experiences, and each day offers an opportunity to grow.

We thank His Excellency for the visit, for sharing his personal experiences with us, and for the lessons delivered in such an open and engaging manner.

Based on a recommendation received years ago from Professor Mircea Miclea—to intentionally find or create “molecules of joy“, which he described as “those small details in each of our lives that give us hope and help us get through difficult moments“—Valentin Brabete, Teacher of Business Studies and the Form Tutor of 9 Omega, found such a molecule in the schoolyard and then created one himself, sharing the message below with us.

As a school, seeing students of all ages, not just high school students, as we are already accustomed to, can initiate and successfully implement student-led  projects is a confirmation that the transformative education we pursue at Avenor is effectively bridging the gap between theory and practice.

The testimonial message we invite you to read is evidence that conceptual learning, skill development, and the building of moral character—the pillars of learning at Avenor—are being successfully applied in the everyday lives of our 4th-grade students.

”I am writing this message to share what was, for me, a truly wonderful experience—one that filled me with awe, joy, and pride.

This morning, Anna Rebecca saw me on duty and invited me to a show at 12:10 in the Mini Park. I got there. The kids were on stage, with an audience of other students (younger classes, I think) in front of them. Around, there wasn’t a single adult who seemed to be organising them.

And the show began—musical numbers, magic acts, an Eminem song performed with such exuberance and ease by a super charming little boy, Anna Rebecca trying to make herself heard as the presenter between acts, yet never intimidated by the murmurs from the audience, the soloist coordinating the percussionists, Albert acting as stage guard and interpreter, another girl who seemed to be part of the production team and coordinating her peers…

 

 

A colleague, a teacher at Primary, joined at the beginning of the show, and with great curiosity, I eagerly asked her what I was witnessing. She knew there would be a short performance but didn’t have more details…

The performance went on for a minimum of 20 minutes, featuring at least 5 distinct acts.

In the end, I understood the purpose: a show organised by the students for their beloved Miss Raluca, whom they miss, and to whom they recorded individual video messages at the end. I found out from my colleagues at Primary that these students had practised on their own for several days. They found their own audience, and at no point did an adult intervene throughout the entire event, except to remind the students passing by the Mini Park during break to be quiet.

I observed the interactions among the protagonists during this performance, and everything happened with empathy, care, and mutual respect, even when things didn’t go exactly according to their plan.

For me, it was a surprise and a joy, and the display of talent I witnessed was a perfect illustration of the Avenor Student Profile in all its 7 dimensions:

• Inner Balanced – Aesthetics and Belonging

• Independent and Connected – Autonomous, Disciplined, Leaders

• Active Positive Citizens – Empathy, Community, Engagement

• Explorers – Risk Takers

• Effective Communicators – Listening

• Creative Thinkers – Innovative

• Future Ready – Friendship, Ambition

I am deeply impressed; this is a wonderful testament to the incredible efforts of the Primary team.

I am very proud and grateful to be a part of this team.

Thank you from the bottom of my heart.

We are excited to welcome Stephen Marr as the new Head of Primary & Nursery at Avenor. With a diverse background in education and a deep passion for nurturing young minds, Stephen brings a wealth of experience from his 18-year career across the globe. From his early days as a Secondary School Mathematics teacher in the UK to leading schools in Oman and Romania, Stephen has consistently demonstrated his commitment to excellence in education. In this interview, we get to know more about Stephen’s journey, his educational philosophy, and his vision for the Avenor community.

Tell us a bit about yourself. What or who inspired you to pursue a career in education?

I am Stephen Marr, the new Head of Primary & Nursery at Avenor. I have been living in Bucharest for ten years with my wife Antonia and three-year-old son Alexander; nine of those in the Greenfields compound. 

I have worked in education now for eighteen years.  After studying Accountancy and Finance at Aberdeen university, I embarked on a career in finance for Citibank, based in Edinburgh, Scotland. However, the financial sector was not the correct fit for me. I was fortunate to find my true calling in 2006, initially as a Secondary School Mathematics teacher, before moving into the Primary sector. Education became a vocation for me right from the start and I have endeavored to inspire all the students in my care since that day.

My early teaching days were spent in Nottinghamshire, England, where I learnt what outstanding learning and teaching was. I then moved into the international sector spending time in Oman, Muscat. There I was the Head of my Key Stage and our results placed us in the top 5% of international school. The last nine years I was Principal of another Bucharest school, growing it from a small Primary into an outstanding rated all-through school.

As a BSO inspector, you have certainly visited many schools, and as a professional, you have worked in various schools around the world. In your opinion, what are the traits that make a school the best fit for its community?

I have been a school inspector since 2022, and have been fortunate to observe learning and processes in various countries. I consider myself to be a life-long learner and in addition to assessing and advising schools, I am always looking to learn something from each school that I am in. 

The best schools understand their communities and how their students learn best in their contexts. There are of course some consistencies across all schools; students learn best when the teaching community has high expectations, is consistent in its practice, and ensures that the curriculum is relevant and fun. 

What is the most interesting fact you learned about Avenor so far?

The name “AVENOR’ is very interesting; of course, making up the school values of Adventure, Vocation, Excellence, Nature, Opportunity, Relationships. If all these ingredients are in place, then we will ensure that students leave Avenor as well-rounded, creative, independent, and ready to succeed in the 21st century.

What do you hope to find at Avenor?

I hope to find a wonderful community full of enthusiastic and kind children that are curious, creative, and full of energy for learning. I also hope to find passionate and caring teachers, and parents that are truly our partners. A family orientated environment with high academic standards and pastoral care. A school that provides a balance between academic rigor and enjoyment, and that is committed to producing future leaders and international citizens.

In the last week of June, Oana Asaftei, Romanian language teacher, and Octavia Paul, Modern Foreign Languages Curriculum Leader, set off with four high school students to foster a partnership between Avenor and Tășuleasa Social. Their train journey to Bistrița would immerse them in the world of volunteerism and reveal the Via Transilvanica project, which Avenor has supported since 2020 by sponsoring a milestone placed in Agârbiciu, Sibiu County.

We spoke with those involved in this inspiring story, filled with many lessons, to understand what this escape from daily routine meant for the students.

THE MOTIVATION BEHIND THE INITIATIVE

Upon recognizing that our school’s values align with the mission and vision of Tășuleasa, we decided to collaborate and support each other. In a constantly changing world, we are committed to staying grateful and mindful of everything around us.

During these days together, our students engaged in various household activities, such as setting and clearing the table, washing dishes, preparing food, maintaining cleanliness and order in shared spaces, and painting the wooden houses in the Tășuleasa campus. These tasks taught our students about responsibility and the significant impact of fulfilling their roles in society. Managing daily chores helped them develop a sense of order and organization. Although painting houses is challenging and can be risky, this task highlighted the importance of following safety rules to prevent accidents and complete the work successfully.

Driven by love and respect for nature, the students climbed Tășuleasa Hill, where they prepared wood from a tree damaged by a recent storm. Collecting wood from a fallen tree confronted the students with an unexpected situation and demonstrated the importance of creative problem-solving and critical thinking. They realized that natural resources could be used responsibly.

Their hands-on work in the Tășuleasa campus provided the satisfaction of a job well done. Most activities took place outdoors in a beautiful landscape, offering the students peace and relaxation through direct contact with nature.

 

THE MOST IMPORTANT LESSONS LEARNED

Our students had the chance to socialize and participate in activities with students and volunteers from schools in Cluj, Bistrița, and Germany. During this time, they shared common values and saw through the eyes of the project founders the importance of community contribution and respect.

In two days, we covered about 30 kilometers, part of the route through the „Ținutul de Sus” and the other through “Terra Saxonum.” Walking the Via Transilvanica routes fostered a deep appreciation for the country. The beauty and diversity of the places we visited often made the students exclaim, “How beautiful it is here!” We believe this experience nurtures a love for heritage. Preparing for the journey taught the students what to pack in their backpacks and showed them that the journey itself is a source of joy.

STUDENT TESTIMONIALS

“Here, we had the opportunity to meet Tibi and Alin Ușeriu, learn the history of the ‘Tășuleasa Social’ project, and hear about some future plans. We were invited to visit two houses in Copșa Mică, which Tășu volunteers will renovate.

After leaving the Tășuleasa campus, we visited Copșa Mică and the future fort to be built there. One house will serve as a resting place for Via Transilvanica hikers, and the other will display handcrafted products made by the local Roma community, available for purchase in the online store alongside ‘Via Transilvanica’ branded products.” said Mihai from 11 Delta.

The students described their time at the Tășuleasa Campus as “a fun and exciting experience” (Ana – 11 Omega), “these days helped us discover the uniqueness of the surroundings, and we want to continue the adventure” (Horia – 11 Alfa), “completing the volunteer days left us fulfilled” (Sonia – 11 Delta), “we shared our gratitude for this place and these warm people who welcomed us with open arms” (Mihai – 11 Delta).

We eagerly anticipate continuing our collaboration with Tășuleasa Social, contributing to the development and promotion of the Via Transilvanica project, traversing this “road that unites,” and supporting their future projects.

On the day of the National Evaluation (EN) results, I want to congratulate all the students who gave their best for this exam! Facing the most competitive school exam at the age of 14 is a significant accomplishment!

I have a question for parents: Did you know that Romania is the only country where, at 14, students face the most competitive school exam of their lives? It’s an exam where scoring 9.70 gets you in, but 9.69 means you fail.

It seems serious, competitive, and positive, but the effect is quite the opposite.

Recently, I’ve heard many voices of confused parents and exhausted children after the National Evaluation.

A mother of an 8th-grade boy wrote: “He came out of the math evaluation sad and furious. He made a mistake on something he knew. How could he lose such important decimal points? What if he doesn’t get into his desired high school?“

The impact on the child and family’s morale feels like a major failure. For a 14-15-year-old, not getting into the desired high school feels like “you don’t belong, you have no value,” even if it’s just by a few decimal points.

Theoretically, the National Evaluation is a performance competition, a tough exam that demands serious and sustained work from students. Admirable, right? However, the effect on the interest in school is quite the opposite.

The exam itself is a harsh lesson that no matter how much you do, it’s never enough.

After the exam, children don’t want to hear about learning for at least two years.

We know that the National Evaluation was created with a noble purpose, but it hasn’t served that way for a long time. I admire the students, parents, and teachers who still idealize this exam. For some, it even works.

As a parent and co-founder of Avenor College, I have worked with our team of teachers for the past 10 years to find an alternative form of evaluation. It’s for those who want a more relevant assessment at the end of 8th grade.

Besides report card grades, the International Checkpoint Evaluation is taken in Mathematics and Science. For Romanian, the final exam is a public speech, and for English, students take the FCE (First Certificate of English).

These assessments are designed to evaluate what’s important at 14 years old and to foster lifelong learning.

Therefore, there are schools where learning is supported by coherent systems, where the curriculum, teaching methods, and evaluation are interconnected. Where the relationship based on trust between school, parents, and students is not just a story, and where there are well-trained teachers and visionary leaders.

Seek out these schools.

It takes a united community (a village) to raise a child, and even more so, to raise an adolescent.

Each year, students in grades 6, 7, and 8 have the chance to participate in the Science Fair, an annual event that enables them to apply the scientific skills they’ve acquired throughout the school year to explore topics of interest beyond their regular studies. They design and conduct their own investigations, then draw conclusions and evaluate their findings, all adhering to clear scientific principles.

The Science Fair showcases these projects, allowing students to present their research findings to peers, teachers, and a jury that selects the best projects.

Jennifer Taylor, Head of Science, shares more about the students’ project work and the learning experience provided by the Science Fair.

 

Jenny, how would you describe this event that students love, and what is the learning objective behind it?

The Science Fair is eagerly awaited by all students, regardless of their passion for science. What excites them is the opportunity to choose their own hypothesis as the starting point for their experiment. This means that the project topic is chosen based on their interests, hobbies, or passions. After selecting the question they want to answer, they determine the steps needed to conduct their investigation and find the answer.

Beyond the enjoyment of the experiments, our learning objective is to help students develop their scientific investigation skills. This includes identifying variables and using them to plan a thorough investigation, presenting data in various ways, using data to formulate conclusions, and evaluating their own projects.

How did the students prepare their projects?

The more than 150 students participating in the Science Fair spent nearly 4 weeks preparing their projects, which they presented to their peers, teachers, and the jury. They worked during their Science classes with their teachers—Joy Săftoiu, Andrei Dăscălescu, Nadina Negru,  Manuela Nae, Ahmet Salgur, Dharmesh Chohan, Gillian Carrol and Andrei Vasiliu —as well as outside of class, sometimes during breaks, in the hallways, and even during lunch.

Their dedication and desire to create projects that are both scientifically robust and visually appealing represent, for me, a significant achievement. It clearly shows that the students are genuinely interested in what they are studying and are enjoying the process.

What was the atmosphere like on the day of the fair, which projects won, and who was on the jury?

The Science Fair day was filled with excitement and anticipation. Each team set up their own presentation stand, and the students eagerly presented their projects to everyone who visited.

The Arena transformed into a vibrant scientific exhibition, and just walking among the stands and reading the research topics was impressive due to the wide variety of subjects the students chose.

Topics included “What is the best way to keep cut flowers fresh for longer?”, “How does pressure affect the way a ball bounces?”, “What is the best design for buildings in earthquake-prone areas?”, and “What bridge shape is the strongest?”, among many others.

All projects were reviewed and evaluated by the jury members: Ștefan Balint, an Avenor graduate passionate about science and currently a student at Cork University in Ireland, Teodora, a 12th-grade student and former Science Fair winner, and Robert Rincu, a PhD candidate and researcher in organic chemistry.

The winning projects are:

6th Grade – “Which type of natural sugar is best for yeast growth?” – project by Nadina and Vlad in 6 Alfa.

7th Grade – “How do impurities affect the growth of copper sulfate crystals?” – project by Sonia and Katia in 7 Alfa. 

8th Grade – “How does the length of a guitar string affect the frequency of the sound produced?” – project by Sofia and Mara in 8 Delta. 

Additionally, there were two special categories – Student Choice and Best of the Best.

The winning projects in these categories are:

Student Choice – “Does gender affect the perception of smell?” – project by Tudor, Maria and Stefan in 8 Delta. 

Best of the Best – “Does temperature change the viscosity of honey?” – project by Mara, Cristi and Izabela in 7 Delta. 

I congratulate all the students for their passion and dedication over the past few weeks and for the outstanding results they achieved. Each project demonstrated rigorous research and great creativity.

I am already looking forward to next year’s Science Fair!

In the field of education, continuous learning and the pursuit of innovative practices and effective teaching methodologies are ongoing processes. Schools are not just places of learning; they are dynamic networks that collaborate and experiment to find the best solutions for future-oriented education.

 

The OECD Schools+ Network, an OECD project launched last fall, is a global initiative providing a platform of pedagogical tools for schools worldwide. This initiative addresses the need for connection and the sharing of best practices. The network aims to develop a taxonomy for modern pedagogy that links scientific research (typically the domain of academics) with the best practices in leading schools. In this new paradigm, teachers become researchers of their own teaching methods, conducting impact studies as they apply modern pedagogies.

Avenor College, along with 140 other schools from 40 countries, has been selected to join this network. Avenor College invites other interested schools to contribute to this global initiative by joining the OECD Schools+ Network in the next phase of the project, which focuses on implementing the tools developed in the first two phases.

Dr. Daniela Vasile, Director of Learning at Avenor College and co-leader of the group researching Cognitive Engagement within the OECD Schools+ Network, provides more information about the network’s methods, the opportunities it creates, and its goals. She also invites other schools to join this global initiative.

 

I recently had the pleasure of attending the third edition of the Global Community Meeting of the Schools+ Network. Alongside Andreas Schleicher, OECD Director for Education and Skills, Janette Quinn, COBIS Director of Education and Professional Learning, Camelia Ciurescu, a representative of the Romanian Ministry of Education, and 80 other global educational leaders, I had the opportunity to connect and collaborate in our efforts to bridge the gap between scientific research and educational practice.

MOTIVATION FOR JOINING THE OECD SCHOOLS+ NETWORK

We were honored to be selected by COBIS to participate in this project following our Outstanding rating from BSO in March 2023. At that time, we were also encouraged to share our best practices with other schools in Romania and internationally.

Inspired by this recommendation and driven by a deep-seated desire to impact more teachers and students positively, we were thrilled to contribute to improving global education quality through this initiative.

Moreover, our application advanced, and we were chosen to lead the Cognitive Engagement working group, one of the five groups within the network. The other groups focus on Classroom Interaction, Socio-Emotional Support, Quality of Teaching Content, Formative Assessment, and Feedback.

Only 10 schools worldwide have this privilege. Alongside my colleague, Dr. Mihaela Stancu, Curriculum Leader for Romanian Language at Avenor, and Roberto Castaldo, a teacher at Istituto Statale per l’Istruzione Superiore Europa, we co-lead a group of over 40 schools. Together, we contributed to the creation of the Toolbox of Effective Classroom Practices, the immediate goal of the OECD Schools+ Network.

This fall, as the project enters its third phase of development (following the completion of the Toolkit and the launch of a digital platform), all interested schools are invited to participate.

If you wish to join this initiative or learn more about the project and the tools developed, you can register HERE. We will follow up with all interested schools with more information by organising a dedicated event.

WHAT RECOMMENDED US FOR THIS NOMINATION

Avenor is increasingly recognized among British schools as an institution that encourages innovation and maintains high standards. The Avenor Student Profile, created in 2021, integrates transferable learning objectives. At Avenor, teaching is based on conceptual learning, skill development, and building moral character, all connected to societal realities. Our curriculum is discipline-based, providing students with a solid foundation, but the goal of learning is knowledge transfer, which can only be achieved in interdisciplinary contexts through programmes like Project-Based Learning, STEAM, and Learning Outside the Classroom.

To implement such a complex learning programme, we need qualified teachers with high standards. This reality led us, as a school, to create a competency-based teacher evaluation framework and a continuous professional development programme that our teachers participate in annually.

We believe these were the main strengths of our application to the OECD Schools+ Network and our areas of expertise, around which we wish to exchange ideas and best practices with schools worldwide.

By being part of this project, we have the chance to engage in real dialogue with global educational experts, share our experiences, learn from theirs, and adapt various identified solutions to our learning context. We are delighted to offer our expertise to build a better, future-oriented education.

ABOUT THE OECD

The OECD is an international organisation that builds better policies for a more prosperous and equitable world. With over 60 years of experience, the OECD works alongside governments, leaders, and citizens to address social, economic, and environmental challenges. From stimulating economic growth and creating jobs to improving education and combating tax evasion, the OECD provides a forum for the exchange of ideas, data, and best practices.

 

At Avenor College, one of the key components in co-creating the best future for our students is the implementation of a comprehensive continuous professional development programme for teachers. The quality of teaching is a crucial factor influencing educational success and also impacts the social and emotional development of students. At Avenor, we believe that only well-prepared teachers who are committed to continuous learning can nurture students who are ready for any future.

Some of Avenor’s most experienced teachers have furthered their expertise to become trainers for other educators, driven by the desire to contribute significantly beyond the classroom and among their peers.

In this way, Avenor enhances the quality of education in Romania by sharing teaching and assessment techniques, innovative pedagogical methods, and even teaching procedures developed and tested by our teachers, resulting in excellent outcomes.

Whether they are giving presentations in webinars, serving as trainers, or being invited as speakers at various conferences, Avenor teachers always enthusiastically embrace opportunities to exchange best practices with their colleagues, striving to elevate the level of preparedness for themselves and others.

Avenor and Aspire Teachers

A successful example is the collaboration between Avenor and Aspire Teachers on the #DataMathLab project. Aspire Teachers is an NGO dedicated to the vision of providing every child in Romania with an excellent teacher.

Initiated in 2021, #DataMathLab aims to tackle one of the most significant challenges in Romanian education—mathematical illiteracy, which is the inability of students to apply their school-taught knowledge to solve real-life problems.

“At Avenor, we discovered a significant reservoir of expertise, which addresses the primary issue we face in Romania: the lack of genuine expertise. When I refer to experts in mathematics education, I mean individuals who are connected to international research and practices, who are continually learning, and who are typically the first to acknowledge the limits of their own competence. The best educators understand that there are no universal methods for teaching mathematics; it all depends on context, and they are generally the ones who bring out the best in others.

Therefore, the partnership developed naturally, as Aspire Teachers has been fostering the same continuous growth among teachers, aiming to prepare a generation of children who can think critically and are adapted to the future, not the outdated methods of the past. I was very fortunate to find Dr. Daniela Vasile, who is one of our key contributors to the program. She brings a rare blend of experience in international educational systems, team flexibility, and enthusiasm.

I am pleased that a team of trainers from Avenor will be joining the #DataMathLab programme. By creating mixed teams of teachers from your school and public schools—teachers who are equally open and eager for change but who have a better understanding of the public system’s limits and needs—I believe we can gradually and effectively introduce internationally validated best practices into the public system. This way, we can reach the minds of all children, as they rightfully deserve.

Through the #DataMathLab project, our goal is to impact at least one-third of Romanian teachers over the next decade, growing teams of trainers who continually test, apply, improve, and mentor others. Our target for next year is 200 graduates, then 300, and year by year, we aim to enhance our curriculum, build communities of practice led by our alumni, expand our offerings, and elevate the standards of continuous teacher training. We want to change the perception of “training” so that it no longer triggers the dismissive reaction we’ve often encountered.

Simultaneously, we will constantly measure the programme’s impact because we aim to develop an excellent programme that anticipates the inevitable changes: performance standards for competencies, a national assessment that measures real thinking skills rather than just solving abstract problems by rote, and a more flexible curriculum that allows teachers time to revisit and deepen concepts, which they can then transfer to students.

The most crucial aspect is to attract excellent teachers of mathematics who understand that fostering conceptual understanding is very different from drilling procedures disconnected from real life. These teachers are our most valuable resource, and I hope that in the coming years, the profession will become more appealing and motivating for those passionate about this subject. To achieve this, we aim to collaborate with public institution representatives who support this initiative and recognize that by working together, we all stand to gain.” says Măriuca Morariu, Executive Director of Aspire Teachers and the initiator of the #DataMathLab program.

Dr. Daniela Vasile is a co-leader (creator and trainer) of this programme. She has brought to the Aspire team her extensive national and international experience, which has given her the opportunity to work with teachers from around the world and with various curricula.

“After spending 20 years abroad, upon my return home, I asked myself: what can I bring back and how can I contribute? I found a school like those abroad, Avenor College, where teachers and students learn and grow together. I constantly wondered: can we replicate this joy of learning beyond Avenor?

This question, along with my passion for mathematics, led me to Aspire, a place where we aim to reveal the true essence of mathematics. Where did we lose its beauty? Where did we lose the students? We’ve forgotten that mathematics, in its creative process, is inductive; we’ve lost the exploratory and creative process involved in developing mathematical theories. We’ve lost connections to real life, as well as the imaginative aspect of mathematics—the play of ideas.

Our project reinstates these elements through a concept-based planning and teaching model, with the end goal in mind—from the start of the learning unit, I consider what I want the student to know by the end and how I will determine their understanding. Only once these aspects are clear do I begin planning. We must remember that all competencies develop around concepts.

The most rewarding moments in the programme, those that motivate us, are the ‘aha!’ moments from the teachers we work with and the sparkle in their eyes when they present evidence of learning from their classrooms. Every teacher, every morning, enters school with the desire to do their best, to teach students as effectively as they can.

Through our programme, we help them know exactly how to achieve this, and they tell us it works! A particularly proud moment was when a colleague with 35 years of experience, an excellent teacher, told us that this was the best course she had ever attended and the one that helped her the most.” says Daniela Vasile, Director of Learning at Avenor and Teacher of Mathematics.

The collaboration with Aspire Teachers on this project is ongoing, and Avenor is proudly supporting the first #DataMathLab mathematics festival as a partner. The festival will take place from July 6-7 at Andrei Șaguna National College in Brașov, with the theme: How can we motivate students to “see” mathematics beyond formulas and homework?

The event is expected to attract 150 middle and high school teachers, aiming to develop a community of passionate professionals dedicated to transforming the way mathematics is taught and learned in Romania. Registrations for the festival are still open.

 

Avenor Entrepreneurship Challenge is a special project designed within LOTC for 9th-grade students with the aim of putting learning into practice. Combining knowledge and skills acquired in class, students are invited to face the entrepreneurial challenge of launching a culinary product during a public presentation, held in front of a jury, classmates, and the audience who come to encourage them.

Victor Bratu – Teacher of Geography and ICT and project organiser, provides us with more details about this competition, which is slowly becoming a tradition for high school students.

What is the Avenor Entrepreneurship Challenge and what is the story behind this project?

The Avenor Entrepreneurship Challenge is a project that emerged in 2022 out of the need to create an engaging event for 9th-grade students as part of the LOTC programme.

Katie Hargreaves – Teacher of Media Studies and I brainstormed several options and outlined various plans until we arrived at this concept of an event that involves an entrepreneurial competition among students.

Last year, in 2023, we organised the first edition which brought together 9 teams consisting of 45 students. They had the following theme – ‘Create a healthy and natural product for breakfast,’ for which they had to develop a product from scratch. From market research to product development, packaging, marketing campaign, and presentation in front of a jury, the process was very challenging for the participating students, and the results exceeded expectations.

What was this year’s challenge for the participating students?

Staying true to the competition’s concept, this year the students were tasked with creating a healthy snack, either sweet or savoury, that fulfilled several conditions:

• It had to have appropriate packaging – a skill learned in Design & Technology and Arts classes.
• The proposed product needed to have a business plan behind it – created based on the knowledge acquired in Business Studies.
• The product presentation had to include a marketing campaign – developed by applying the concepts learned in Media Studies.

TEAM STRUCTURE

Since not all students study the same subjects in 9th grade, teams were formed with 5 members, each with the skills and knowledge necessary to fill one of the following positions:

• The CEO or team leader – responsible for developing the business plan.
• The Chef – responsible for creating the product.
• The Graphic Designer – responsible for designing the packaging, including creating the logo.
• The Research Analyst – supports the team by researching the market and identifying audience preferences.
• The Marketing Director – proposes the marketing plan.

Each team was given a budget of 200 lei, which represented the total budget to create the samples (product and packaging). Additionally, each team received clear guidelines on what constitutes a healthy product and the criteria it needed to meet.

How many teams entered the competition and how did the competition unfold?

This year, we had 8 teams that presented their products to a jury consisting of:

• Diana Segarceanu – Executive Director – who evaluated the business plans.
• Raluca Tarcea – Admissions and Communication Manager – who provided feedback on the packaging and marketing campaign components.
• Valentin Brabete – Teacher of Economy and Media Studies – who evaluated the business plans.
• Geanina Staicu – Food Blogger Jamila Cuisine  – who evaluated the products created by the teams.
• Dan Neacșu – Chef at Avenor Living – who assessed the healthiness of each team’s proposed product.

The special guests for this edition were Cristina Willows – Executive Director of Avenor, and Andrei Roșu – Managing Partner of Filgud Romania.

The competition was fierce, and the emotions of the participating students were only surpassed by their determination to convince the jury that their product deserves to win the Avenor Entrepreneurship Challenge trophy.

WINNERS OF THE 2024 EDITION

After the questions from the jury and the final feedback, emotions reached their peak when the winning teams were announced:

🥇First place was won by the product ENERBIITZ3 prepared by the team consisting of Bogdan (9 ∆), Ilinca (9 α), Irina (9 ∆), Ilinca (9 α), Ion (9 ∆).

🥈Second place was won by the product Oatz prepared by the team consisting of Ioana (9 ∆), Anastasia (9 ∆), Alessia (9 α), Fanni (9 α), Răzvan (9 ∆).

🥉Third place was won by the product Natty Pops prepared by the team consisting of Ivonne (9 α), Alexandru (9 α), Sonia (9 α), Alexandru (9 ∆), Arianna (9 α).

I am very proud of all the teams participating in the competition. Their products were excellent, and the presentations in front of the entire audience exceeded expectations. The level of the competition is a clear sign that students are interested in entrepreneurship, which confirms to me that each year this event will be eagerly anticipated by our 9th-grade students.

We are pleased to announce the upcoming 12th edition of the Friends of the Piano national piano competition in June. Taking place on Saturday, June 8, the event will be held in the ceremonial hall of the George Enescu National College of Music in Bucharest. Registration is available online, by May 24th, through the completion of the registration form. Details about the competition can be found in the Friends of the Piano Regulations.

For more details about what this competition means, its history, and what it means for participants,delve into the interview below with Dana Papadima – Educational Director at Avenor, who hosts this eagerly anticipated event every year.

Although we are in the 12th edition, the first Friends of the Piano competition, catering to children dedicated to mastering this esteemed instrument, occurred 14 years ago. Unfortunately, the pandemic deprived us of two editions, yet during this time, students never ceased to hone their piano skills.

The impetus behind organising such a competition stemmed from a group of passionate teachers, whom I must confess, I openly supported. Having spent a decade playing the piano under the guidance of some “old-school” teachers, I can attest that amidst the countless solfeggios and hours of music theory, the most significant reward was my deepened appreciation for classical music and my understanding of the intricate dynamics within concerts, sonatas, sonatinas, and the like. For this, I owe immense gratitude to my mother, whose encouragement led me to the piano and opened up a rich and profound world, stirring my senses to ecstasy.

The Friends of the Piano competition, open to students from private, public, and international schools, aims to connect students who may not study piano professionally at music schools with the world of keys, sheet music, and ultimately, with the broader world of music. The realm of black and white keys isn’t solely associated with the past, classical, or outdated; it harmonises just as well with the sounds of pop, jazz, or other contemporary interests such as school, video games, and social media. These aren’t incompatible entities; rather, they add depth and meaning to our lives.

Such a competition is tailored to the ethos of its organisers, Avenor College. Children are encouraged, cheered, and praised. Year after year, they learn to step into the shoes of performers, to harness their (often overwhelming) emotions, to respect both their own musical expression and that of their competitors. Every aspect is significant and dynamic: from stage attire to audience respect, from becoming acquainted with concert pianos, distinct from electronic keyboards or home upright pianos. We learn to manage our emotions, to communicate expressively through music, to heed the serious advice of the jury, to graciously embrace any awards, and to elegantly accept any setbacks.

We have approached this competition quite differently compared to most others in the field, where all children receive prizes and certificates, leading truly hardworking and talented competitors to blend into a sea of sameness. Despite genuinely and warmly encouraging all participating students, the jury ultimately makes professional and unbiased decisions on which performers truly deserve to stand on the podium among the dozens of participants. It’s a lesson in music, in courage, in an area where ethics and moral values take precedence.

For me, our Friends of the Piano competition has a 14-year history. At 14 years old, a teenager receives an identity card, signalling their entry into the realm of maturity and growth. This year’s Friends of the Piano, organised by Avenor College, is like a teenager with a genuine identity card.