Category: School life

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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

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

AN EVENT THAT BRINGS TOGETHER TEACHERS AND IDEAS

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

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

 

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

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

MEETING INSPIRING ROLE MODELS IN EDUCATION

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

 

A MESSAGE FOR FIRST-TIME PARTICIPANTS

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

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

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

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

THE POWER OF LEARNING COMMUNITIES

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

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

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

 

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

COMMON PRINCIPLES IN WORKING WITH STUDENTS AND TEACHERS

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

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

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

TEACHERS NEED TO LISTEN TO AND SHARE REAL STORIES

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

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

 

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

FINDING OUR “PROFESSIONAL VITAMINS”

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

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

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

 

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

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

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

Silence in the Exam Rooms Conceals Months of Carefully Coordinated Work

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

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

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

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

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

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

Exams Taken by Avenor Students

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

 

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

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

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

Procedural Rigour, Officially Recognised

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

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

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

Parents – Partners in the Process

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

“Dear parents,

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

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

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

Exams – A Learning and Confidence-Building Exercise

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

At Avenor, we believe that education is not limited to classroom teaching, but is a complete experience that helps children discover themselves, explore their interests, and develop essential life skills. That is why co-curricular activities play a vital role in our educational philosophy, being carefully integrated into each child’s learning journey, from nursery through to high school.

At Avenor Nursery, this approach begins from the earliest years, in a way that is tailored to each child’s age and individual needs. Cristina Farcaș – Deputy Head of Nursery (Cașin) and Silvana Sofian – Nursery Clubs Coordinator offer us an in-depth look into how co-curricular activities are designed and implemented during this early stage of education, highlighting why discovering passions early on is so important.

We believe that high-quality education begins with rich and varied opportunities for exploration. Our co-curricular offering is carefully designed to complement the core educational pathway and to support each child’s development at their own unique pace, helping them discover their passions and shape the skills that will support their future.

Why are co-curricular activities important in early childhood?

In the early years of life, a child’s brain has extraordinary plasticity. Every experience, interaction, and challenge contributes to the development of neural connections essential for learning, creativity, and adaptability. This is why, at Avenor, we view co-curricular activities not as an “extra”, but as a fundamental part of the educational process. They are an extension of the main curriculum and an opportunity to enrich the Avenor learner profile.

Through sports, art, music, robotics, or mindfulness clubs, children not only develop new skills, but also strengthen executive functions – attention, working memory, and self-control – all crucial for future academic success and adult life.

How do we choose co-curricular activities?

Our programme is thoughtfully curated with consideration for the developmental needs of preschool-aged children, their natural interests, and current trends in early childhood education. Each offering is grounded in a clear educational rationale: to develop talents, build resilience, encourage critical thinking, or nurture emotional expression.

The process of selecting clubs takes into account several factors – age, interests, and the individual needs of the child, to name a few.

At very young ages, up to four years old, rest is a higher priority, so we advise families to consider the child’s individual rhythm and to choose a smaller number of co-curricular activities (a maximum of three per week), each with a shorter duration (around 30 minutes). As the child’s body becomes ready for a more dynamic routine, the number of activities can be increased – again, with close attention to the child’s specific needs.

At such an early age, it may be difficult to clearly identify a child’s interests, so we make choices based on key areas of development and the types of play we observe them enjoying most. As preferences begin to emerge, it is recommended that club choices are made together with the child, involving them in the conversation and listening to their input. The shared joy of discovering new talents and interests strengthens the parent-child relationship and nurtures self-confidence.

Another very important aspect is the parent-educator partnership, which always helps to create a balance between a child’s interests and developmental needs, depending on their age. This is why we encourage parents to consult with educators when choosing clubs.

How do we ensure children have meaningful experiences?

In every co-curricular activity, our educators and teachers act as attentive guides, constantly adapting challenges to match the child’s level of development and interests. The relevance of an activity increases when the learning process is prioritised over the final result. For example, in robotics club, the goal is not simply to assemble robots, but to help children learn logical thinking, problem-solving, and perseverance. In art club, we are less concerned with the final product and more focused on the process of free creation and emotional expression.

Another important factor is adjusting the complexity and duration of clubs depending on age, space, and especially the time and day of the week. A STEM club will never have the desired impact on a Friday at 4:00 pm, just as a mindfulness club is always helpful at the end of the day.

What impact does this approach have?

Thanks to the variety and quality of our co-curricular activities, children at Avenor Nursery have the chance to experiment, to make mistakes, to succeed, and to discover themselves in a safe and stimulating environment. In this way, they begin to build not just knowledge, but passions, vocations, and a solid foundation for a personalised and authentic educational journey.

In a world where many future careers have yet to be invented, we believe that the ability to explore, adapt, and keep learning is the greatest gift we can offer our children.

Avenor Summer School is a non-formal education programme in English that places the child’s experience at its core.

This year, Avenor College aims to offer children aged 5 to 9 a summer programme that connects them with real-life, authentic experiences, brought together under the theme “In Real Life.”

Primary school children will take part in a variety of interactive activities and projects through the Project-Based Learning (PBL) approach. They will explore history and art, learn about real-life heroes and traditions, all while nurturing their creativity and curiosity.

We invite you to find out more from Andreea Dumitrescu Neamțu, Educational Coordinator of Avenor Summer School for primary years, who shares how this year’s summer programme has been designed for children aged 5 to 9.

What is the theme of this year’s Summer School and how is the programme structured?

The theme of the 2025 edition is “In Real Life”, and the entire programme has been designed to reflect the real world in a captivating and accessible way for children aged 5 to 9.

Each day brings a new adventure centred around a Project-Based Learning (PBL) theme. Children will learn about entrepreneurship, explore the traditions of different cultures, and discover inspirational real-life role models. For new students, it’s also a wonderful opportunity to get to know the school, their future classmates and teachers.

Activities include daily outings to the forest, as well as workshops in art, music, movement, drama, and reading – all taking place in a safe and welcoming environment.

What’s new in this year’s edition, and which activities are the children’s favourites?

Among the exciting new elements this year are weekly day trips and visits from special guests – entrepreneurs, police officers, and other professionals – who will bring the PBL themes to life with real-world stories and experiences.

One of the most anticipated activities is the sleepover at the end of the first week – a magical evening filled with games, a pyjama party, a film screening, popcorn, storytelling, and sleeping bags. A truly memorable experience for the little ones.

Water Fun Day remains the children’s favourite and will return with new and equally exciting features. Another highlight from the past two years – the Escape Room – will be back with a magical theme designed to spark children’s imagination and curiosity through creative challenges.

What are the most valuable aspects of the programme, and what benefits does it offer the children?

The greatest advantage? Arguably the perfect balance between learning and fun.

Children learn through play, collaboration, and exploration. They develop critical thinking, social skills, and, most importantly, make new friends.

At Avenor Summer School, the holiday becomes a unique opportunity for personal growth and genuine connection with the real world – in a meaningful and memorable way for every child.

Alexandra first joined the Avenor community in grade Pregătitoare, and today, after an exceptional journey, she is preparing to graduate from high school and begin an outstanding academic path at Princeton University — one of the most prestigious universities in the world, part of the renowned Ivy League, a symbol of academic excellence and elitism.

Raised with values of involvement, curiosity and ambition, Alexandra has always been an active presence in our community projects and a role model for her peers.

We are incredibly proud of her achievement and invite you to hear directly from Alexandra what it means to go through an extremely competitive application process and what concrete steps can lead you to a university that shapes the global leaders of the future.

 

What was the application process like at Princeton?

I applied to around 20 universities in the US, one in Canada (University of Toronto), and five in the UK. To someone on the outside, this may seem excessive, but when you’re an international applicant, it’s more about strategy than overdoing it — and about being realistic. Most top US universities have acceptance rates below 7%, and for international students, the numbers are even lower (sometimes less than 10% of a cohort). It’s important to build a balanced list and to tailor each application to the specific system — personalised, not copy-pasted.

The application process at Princeton is complex, demanding, and very rigorous. Applicants submit transcripts from Years 9–12, international exam results, predicted grades for final exams (A-Levels), a language test (IELTS/TOEFL), and the SAT score (the US equivalent of A-Levels), with a recommended score of over 1500 out of 1600.

You also write a main personal essay of 650 words, which needs to be deep and reflective, plus six shorter essays (ranging from 50 to 500 words). These require personality, coherence and introspection — you have to show how your personal values are reflected in your extracurricular interests.

Then, you fill in the university-specific platform, where you submit a “graded written paper” (a piece of work previously assessed by a teacher) and, optionally, other materials that can support your application (creative writing, research papers, artistic or sports portfolios, etc.).

The interview is conducted by an alumnus and can range from a relaxed chat to a deeply analytical discussion. I was asked questions like: “What would you do with a million dollars?”, “How would you describe the internet to someone from the 1800s?”. At one point, I laughed, thought out loud, and answered without trying to sound too polished. They want to see a human being, not a robot.

Also, throughout the 2–3 months when officers are reviewing applications, you’re encouraged to send academic and extracurricular updates — it’s a chance to show that you’re evolving.

 

Who supported you through this process?

First and foremost, Miss Louisa Dascălescu, our university counsellor, was my constant support. She read, re-read and reinterpreted all the essay drafts — including just hours before the deadline. Her support went beyond technical help — it was also emotional.

I also worked with an external adviser, who helped especially with scholarship applications and niche administrative details.

My teachers played a key role: Mr Valentin Brabete and Ms Jennifer Taylor wrote recommendations that perfectly captured who I am in the classroom.

The Careers Team helped me find the right direction for my interests — from brainstorming to validation.

 

What does a successful Princeton application need to include?

Grades provide a solid foundation — but they’re not everything. A typical Princeton applicant has an average GPA of 3.94/4.0 and an SAT score above 1540, so what really sets you apart is the content of your application. Princeton looks for students who are not only academically strong, but also curious, engaged, and committed to research and community service.

I submitted three research papers — one in which I developed an algorithm that detects brain tumours from MRI images, another on the discrimination of ethnic minority women in gynaecology, and a third about emergency access to healthcare in Romania without identification documents. All had mentors from top universities, received grants, and were either published or reviewed.

The essays are where you truly stand out. You don’t need to write perfectly — but you need to write honestly. And, paradoxically, you must be strategic in your authenticity: each essay should reveal a different side of you, but all together they must tell one coherent story. If someone reads all your essays start to finish, they should feel like they’ve had a conversation with you.

 

What will you study?

A pre-medical track (which represents the first four years of medical studies in the US), with a major in Public Health Policy. I want to understand how to build a healthcare system that not only treats, but also prevents — and how public policies can not only save lives, but also protect dignity.

I believe the intersection of biochemistry, technology, politics and ethics can transform medicine into an act of social justice.

 

What is the balance between academic results and extracurricular projects?

Roughly 40% academic, 60% extracurricular. Often, your extracurriculars are what build your image as a future student. My advice is simple: don’t join dozens of clubs. Choose 2–3 areas in which to deeply invest — lead, coordinate, make an impact.

I was a scholarship student at Avenor, which came with double responsibility: to maintain academic performance and to contribute actively to school and community projects.

 

What do you believe were your strengths that led to this remarkable achievement? And how do you feel now?

Writing. Although it may seem ironic in the case of a STEM student — studying chemistry, physics, maths with statistics, and biology — I believe that my passion for creative writing made me stand out. Honest, metaphorical, imaginative writing.

My main essay went through 20 drafts — some bland, some overly dramatic — until I found the version that truly represented me. The six supplementary essays were even harder to write than the main one — the small word limits force you to remove every filler sentence.

My research projects and civic engagement completed the puzzle. I think the three research pieces showed that I can explore medicine from scientific, political and sociocultural angles. And the fundraising projects for public hospitals in Bucharest, along with my internships — both facilitated by school and independently — reflected my genuine interest in the medical field.

Also, school projects — from the creative writing club and maths magazine to the Christmas charity fairs and mental health mentoring for students in technical schools — all counted, as did my experience with competitive ballet.

Right now, I feel at peace, but also incredibly curious to discover how I can make the most of everything Princeton has to offer.

 

What advice do you have for your peers who will go through the university application process next year?

Don’t be intimidated by statistics or stereotypes. I considered not applying to Princeton at least ten times because of the myth that “only Olympiad winners get in”.

Don’t try to impress. Try to express personality and originality. One of my Princeton essays was about my favourite song from Cars: “Life is a highway”, and my main essay had a rather bizarre metaphor about the impossibility (and attempt) to eat a rock. But it was real, honest, and — ultimately — memorable.

Think of the application as a puzzle — each essay should speak to a different interest, but all should connect to a common theme. Every piece matters and needs to fit with the rest.

Write a lot and write badly. Then rewrite. Then write badly again. Then start over.

And most importantly: don’t let your self-worth be defined by the verdict of a single university.

Now in its third year, the Avenor Entrepreneurship Challenge has become a highly anticipated project among our students. Designed especially for Year 9 students, this competition brings to the forefront the application of knowledge and skills developed in class, offering young people the chance to face a real-life entrepreneurial challenge. From concept to presentation, student teams had the opportunity to launch an innovative food product, which they then showcased in front of a jury, their peers and an enthusiastic audience ready to cheer them on.

Victor Bratu, Teacher of Geography and ICT and the coordinator of the competition, shares in the interview below more about what was new in this edition and how the challenge unfolded.

 

A Project That Keeps Growing

Like any entrepreneurial initiative designed to grow beautifully, the Avenor Entrepreneurship Challenge has evolved from one year to the next. Each edition has been a chance to learn from past experiences, listen to feedback and improve things going forward. Students’ interest has visibly increased – and not only among those in Year 9. The competition is already being talked about throughout the school, and younger students are looking forward to taking part in future editions.

This Year’s Theme: A Healthy Breakfast

This year, the theme was both delicious and challenging: creating a healthy breakfast snack – sweet or savoury – accompanied by a business plan, a promotional strategy and a convincing presentation.

Workshops with the Jury – A Welcome Innovation

For the first time, this year’s edition included workshops led by jury members – both returning and new – with the aim of creating a space for dialogue and learning ahead of the final presentations. This gave students a clearer understanding of what was expected of them, while also allowing the jury to get to know them and to better calibrate their evaluation criteria. All in all, a more transparent and fair competition.

Another first for this year: parents were also invited to attend the final event and watch the student presentations.

8 Teams, Dozens of Ideas and a Lot of Dedication

All Year 9 students took part in this third edition of the Avenor Entrepreneurship Challenge, working in 8 teams. Each team presented their product – which was not only explained but also tasted by the jury. The presentations included business plans, marketing strategies and packaging design.

This Year’s Jury

The jury brought together specialists in education, entrepreneurship, gastronomy and marketing:

• Cornel Dănilă, General Manager “Lăptăria cu caimac” – leadership
• Ioana Bucin, Transformation Manager “Green Group” – business
• Chef Dan Neacșu, Head Chef “Avenor Living” – gastronomy
• Cristian Linaru, COO BADAGOOM – marketing & packaging

After several weeks of hard work to turn their ideas into viable concepts, the students’ final presentations stood out through their originality, clarity and genuine involvement.

The Winning Teams

🥇 First Place – Score: 20/20

Team: Alessia, Ana-Maria, Bianca, Raisa, Teodora and Edith – Year 9 Alfa

Their project impressed the jury with its taste, nutritional balance, flawless presentation and coherence across the entire business plan.

🥈 Second Place – Score: 16.8/20

Team: Abigail (9 Omega), Estera (9 Delta), Natalia (9 Omega), Alessia (9 Omega), Teodora (9 Alfa), Mara (9 Alfa), Anya (9 Delta)

The jury appreciated how well the team worked together and praised their creative idea and standout marketing strategy.

🥉 Third Place – Score: 16.7/20

Team: Constantin (9 Delta), Tudor (9 Delta), Carol (9 Omega), Filip (9 Delta), Ștefan (9 Delta), Toma (9 Alfa)

This team stood out for presenting an innovative product, well packaged and confidently delivered to the jury.

A Competition That Grows Year by Year

In the end, beyond rankings, what remained was the joy of learning by doing, of working together and of building an idea step by step – just like in a real-life project. Something we see happening more and more often at Avenor.

At Avenor, education means more than acquiring information – it is about growth, discovery, autonomy, motivation, and the development of a curious and resilient mindset. That is why the Avenor Nursery’s educational offer includes 10 trips each school year, along with numerous outings to the forest, around the neighbourhood, or to the park – all tailored to the children’s age and linked to the learning objectives in the curriculum.

We leave the classroom as often as possible because learning has no walls, and the world is full of opportunities waiting to be explored. Trips and outdoor activities are like “super lessons” – they develop critical thinking (“Why is the sky blue?”), problem-solving (“How can we cross the river without getting wet?”), and collaboration (“Let’s work together!”).

We invite you to hear directly from Cristina Farcaș – Deputy Head of Nursery (Cașin) – as she shares more about the philosophy behind these activities and their role in the learning process.

 

Every child sees the world in their own way – some explore through endless questions, others through play, or by touching and experimenting with everything around them. At Avenor, we want to give them the chance to learn in the way that suits them best. That’s why we step out of the classroom as often as possible and take them to places where they can explore freely, where their curiosity comes to life, and where each child can engage directly with the real world. In these settings, learning becomes authentic, practical, and memorable, fostering both critical thinking and independence.

The journey itself is an important part of the experience. The route to the destination is full of learning moments – children observe the world around them, ask questions about what they see through the window, chat with one another, and learn how to manage their emotions. Often, the joy comes not just from where we end up, but from the shared adventures along the way. These transitions support learning transfer and offer varied contexts in which children apply what they’ve discovered in the classroom.

 

When we visit a farm, it’s not just about seeing animals – it’s about interacting with them, feeding them, and listening to them. A curious child might ask how sheep recognise their lambs, another might need a bit of courage to touch a rabbit, while someone else may discover that they love caring for animals. Educators are always nearby, ready to make the most of each moment, nurturing each child’s curiosity and motivation.

In nature, children become explorers. Whether they are jumping over puddles, looking for animal tracks or learning about trees, every step is a discovery. If they find a footprint in the mud, it might spark a conversation about who came before them. If they hear a bird singing, they might ask, “What is it saying?”. The educator’s role is to encourage this critical thinking and to guide the children as they search for answers themselves.

History is easier to understand when it can be experienced. If we visit an old house, children do not just hear about the past – they live it for a few moments. “But where’s the fridge?” someone might ask. That simple question leads to a discussion about how food used to be stored. This way, children don’t just collect information – they connect it to their own experiences, enhancing learning transfer.

Play and experimentation are a natural way for children to grasp science. When they see how a mechanism works or build something with their own hands, they not only learn – they understand that it’s okay to test things out, make mistakes and try again. Educators offer the space and confidence children need to explore fearlessly, cultivating resilience and independence.

Beyond discovering the world, these experiences strengthen the children themselves. They become braver, more confident in their abilities. Some might be scared to climb a hill or enter a dark barn. But with the support of their educators, they succeed. In those moments, they not only learn about the place they are visiting – but more importantly, about their own resilience – about how they can overcome challenges and how the whole world can become their classroom.

Learning outside the classroom also offers something essential – genuine relationships. By working together on a challenge and helping one another, children learn to collaborate and support each other. Every experience helps them develop valuable social skills, while educators are there, observing each child’s progress at their own pace.

All these moments enrich the educators’ daily observations, providing a clear picture of each child’s development. At Avenor, education means more than acquiring information – it is about growth, discovery, autonomy, motivation, and the development of a curious and resilient spirit. That’s why we leave the classroom as often as we can. Because learning has no walls, and the world is full of opportunities waiting to be discovered.

The Avenor Summer School is a non-formal education programme in English, centered around the experiences it offers children.

This year, Avenor College aims to provide children aged 2 to 13 with a summer programme that connects them to authentic real-life experiences, under the theme “In Real Life.”

Nursery children will take part in interactive activities, exploring the world around them through programmes offered at the two nurseries locations, Cașin and Greenfield. From traveling by public transport to visiting factories, bakeries, restaurants, sports centers, markets, and even going on mountain trips – each experience will be a valuable opportunity for learning, discovery, and growth.

We invite you to learn more from Dora Crețu, Educational Coordinator of Avenor Summer School for Nursery, about how the summer programme is designed for children aged 2 to 6.

 

What is the theme of this year’s Summer School, and how will the programme be structured?

The theme of this year’s Summer School is “In Real Life”, a concept designed to provide children with authentic real-world experiences. At the Cașin nursery location, the programme will run over three weeks, each focusing on a special theme meant to spark children’s curiosity and desire to explore.

In the first week, from June 30 to July 4, children will embark on a fascinating journey to understand “How does the world work?”. Through interactive activities and hands-on experiences, they will discover the principles and mechanisms that shape the world around them.

The second week, from July 7 to July 11, will take them on an imaginary tour of the globe, exploring the question “Where can you go around the world?”. They will discover spectacular places, diverse cultures, and fascinating traditions, broadening their perspective on the world.

The final week, from July 14 to July 18, will be dedicated to a healthy lifestyle under the theme “What makes life healthy?”. Children will learn about balanced nutrition, movement, and beneficial habits that contribute to their well-being.

By exploring these themes, Avenor Summer School becomes the perfect place for children to explore, experience, and learn about the world around them in a fun and natural way.

This year, for the first time, the Summer School will also be organized for the Greenfield nursery. What can you tell us about this new opportunity?

This year, the Summer School will be organized at the nursery from the Greenfield location, offering a fantastic opportunity for even more children to enjoy a summer full of adventures. With 12 years of experience in organising summer programmes, we are excited to welcome more children to this captivating experience!

The Greenfield programme will last two weeks, from June 30 to July 11, following the themes of the first two weeks mentioned above. Thus, both children who are already part of the Avenor Greenfield community and those joining us for the first time will have a memorable experience.

What are the most loved activities that return year after year?

Every year, the Avenor Summer School offers nursery children an experience full of fun activities, games, and unforgettable moments. The programme is designed to blend learning with fun, so that little ones can discover the world through practical and interactive experiences.

Interactive trips are among the most anticipated activities, giving children the chance to explore new places, observe nature, and learn through play. Water Fun Day is another eagerly awaited and exciting event—a special day where water play becomes the main activity. With pools, sprinklers, and water games, children enjoy a refreshing and joyful experience, perfect for warm summer days.

Themed parties turn each week into a real adventure. A beloved example is the Holi Party, where children have fun throwing colored powder, dancing, and enjoying music in a festive atmosphere full of color and excitement.

Through this mix of play, exploration, and interactive experiences, Avenor Summer School creates an experience for children that brings them great joy, new friends, and many discoveries!

What new activities does the Summer School bring this year?

This year, the Avenor Summer School programme dedicated to nursery children becomes even richer in interactive experiences, designed to help the little ones discover the world around them in a practical and engaging way. The new activities are specially designed to stimulate curiosity, develop autonomy, and encourage learning through exploration.

For children in the 4-5 years and 5-6 years groups, day trips become a wonderful opportunity to explore new places, interact with the surrounding environment, and learn in a real-life setting. Additionally, traveling by public transport will give them the chance to practice orientation and learn how to move safely around the city, turning each journey into an independence lesson.

Another surprise in the programme is the meetings with special guests – professionals from various fields who will introduce the children to fascinating jobs and open new horizons for them. Also, swimming courses, dedicated to the 4-5 years and 5-6 years groups, will give children the opportunity to learn and practice a sport beneficial for harmonious development, improving physical endurance, and enhancing motor coordination.

For little explorers, the activities conducted in the forest will be a real adventure, allowing them to discover nature through play, observation, and sensory experiences that will stimulate their senses and creativity.

Through all these experiences, the Avenor Summer School becomes a learning environment through exploration and socialization, where each day brings a new adventure!