Category: School life

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

Student Learning Habits and Metacognition Awareness

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

Disciplinary Approaches to Metacognition

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

Student Impact and Reflections

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

Lesson Observations and Bilingual Learning Context

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

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

What sets Avenor apart from other schools?

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

A Commitment to Excellence: Avenor Scholarship Programme

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

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

Accredited Career Guidance and University Entry Programme

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

Join Us at Discover Avenor

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

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

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

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

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

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

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

The child’s emotional security and comfort

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

Teaching methodology

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

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

Open communication between parents and educators

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

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

Daily routine and balance between play and learning

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

Gradual adaptation and support during separation

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

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

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

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

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

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

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

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

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

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

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

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

Debates and Critical Thinking

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

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

Debate Motion

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

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

Impressions from the Regional Stage at Avenor

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

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

How Debating Contributes to Personal Development

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

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

Conclusions

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

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

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

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

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

Andrei, an Avenor graduate from the Class of 2022, is currently in his third year at Harvard, pursuing a double major in Art, Film, and Visual Studies and Economics. The well-rounded profile he built during high school, combined with his passion for film and art, helped him secure a place at one of the world’s most prestigious universities in a year when the acceptance rate was below 4%.

Whenever he returns to Romania, he visits the school, where he is warmly welcomed and excited to share updates about his journey and experiences. 

During his latest visit, he presented us with a special gift – an animated video capturing the essence of what it means to be an Avenorian, featuring an original soundtrack composed by Andrei himself, inspired by his personal experience and academic path.

We invite you to discover more about this project, his life as a Harvard student, and his plans for the future—directly from Andrei.

 

“My years at Avenor were defined by curiosity, enthusiasm, and ambition”

Can you tell us more about the creative process behind the animated video you made for Avenor?

The animation was designed to depict the journey of a child who starts nursery at the age of two and continues their education at Avenor for 16 years, culminating in high school graduation.

The core inspiration behind this project was my personal experience and the strong emotions that connect me to Avenor. My years at the school were shaped by curiosity, enthusiasm, and ambition—qualities that have brought me to where I am today. I wanted to reflect these values through the gestures and flight of the stickman character in the video.

When brainstorming ideas, I sought a simple yet meaningful concept that would be easy to animate. This led me to the universally recognised stickman—a figure every student has drawn at some point. In the animation, a student sketches a stickman in their notebook, which then comes to life, flies out of the school bag, and embarks on a unique journey through the school years. The colours in Avenor’s logo visually illustrate this adventure.

At the end of the journey, as the student graduates, the pencils that shaped and enriched their education transform into the 16 colourful sticks from the Avenor logo. This symbolises both the culmination of their academic journey and the essential elements that contribute to becoming a well-rounded individual.

I chose this representation because it mirrors my own experience—and, I believe, that of every Avenorian. Sports, sciences, arts, and all the projects I was involved in played a crucial role in shaping me as both a student and a person. They not only define the Avenor spirit but also capture the key milestones in every student’s pursuit of knowledge and excellence.

After a complex process combining technical skills and creativity, I successfully completed an animation I am truly proud of—one that I dedicate to the school that had such a profound impact on my life.

For those less familiar with animation, can you give us an idea of the time and resources invested in this project?

Typically, an animation like this is created by a team comprising a director, graphic designers, animators, a sound editor, and a composer. Together, they collaborate with the client to develop a product that aligns with the intended vision and communication goals. Such a project usually takes about two weeks to complete and requires a generous production budget.

Unfortunately, I didn’t have access to such a team or resources, so I created the entire animation from scratch. My goal was to capture both my personal experience at Avenor and the essence of the school’s brand.

To achieve this, I designed my own visual elements by combining digital drawings with royalty-free images. The animation process itself involved complex, simultaneous movements, despite the main character’s simple design. The challenge was to animate the stickman in a way that conveys a wide range of emotions. Once the animation was complete, I composed an original soundtrack to complement both the motion and the emotions portrayed in the video.

In the end, after approximately 80 hours of work and overcoming countless technical challenges, I created a one-minute animation that I hope captures the essence of being an Avenorian.

 

STUDENT LIFE – FROM AVENOR TO HARVARD

What are the biggest advantages and challenges of being a Harvard student?

One of the greatest benefits of attending a university of this calibre is its reputation and the extensive alumni network—both crucial when entering the industry after graduation.

Another advantage is the Liberal Arts education system, which allows students to explore courses beyond their primary field of study. This flexibility is encouraged and often helps students not only learn new things but also discover unexpected passions. Many students arrive at Harvard with a specific study plan, only to realise later that they are more passionate about an entirely different field, leading them to change their academic path.

The biggest challenge, ironically, is the constant pressure to excel. While the Harvard community is both supportive and competitive, the drive to push beyond your limits can sometimes feel overwhelming. However, I firmly believe that diamonds are formed under pressure, and true excellence is achieved through dedication and hard work.

What advice do you have for Year 11 and 12 students who are deciding on their educational path or university options?

Being 17 or 18 can feel overwhelming, as expectations are high and the pressure to make major decisions is intense. The most important thing is to explore as many opportunities as possible. Find what truly excites you, define your expectations for the future, and choose a path that, while challenging, also brings you fulfilment.

Even if these decisions seem difficult to grasp right now, Avenor is a school that can open many doors for you. It’s essential to be ambitious and make the most of the opportunities available. With determination and hard work, you can reach the heights you dream of.

 

FUTURE PLANS

What are you currently working on? What projects are you involved in?

First and foremost, I am creating numerous short films, driven by my passion for filmmaking. Thanks to grants from Harvard’s Office of the Arts, I direct and shoot projects alongside my friends, hoping to submit them to film festivals.

Beyond my academic and extracurricular film-related projects, I’m also beginning to explore economic research. I want to understand the business side of the film industry, which is why I chose to study Economics as well. My goal is to gain the necessary knowledge and experience to navigate the financial and strategic aspects of the industry.

As for sports, I am a member of Harvard’s boxing club and play squash with friends whenever I get the chance. Fortunately, Harvard students have free access to the gym, which allows me to stay active and train regularly.

What are your goals for the near future?

In the coming months, I plan to continue creating short films and refining my creative skills through an internship in the film industry. My ultimate dream is to direct feature films in Hollywood, so I am constantly working on developing both my technical expertise and creative vision to excel in this field.

Where can we watch your projects?

You can find my work on my website or my YouTube channel.

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

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

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

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

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

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

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

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

 

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

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

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

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

 

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

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

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

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

 

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

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

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

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

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

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

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

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

A Collaborative Process with Valuable Insights

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

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

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

Key Findings

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

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

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

Why Avenor?

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

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

Moving Forward

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

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

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

Tickets are available HERE.

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

 

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

Tickets are available HERE.

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

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

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

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

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

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

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

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

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

 

At Avenor, the Parents’ Choir has become more than just a musical project – it’s a celebration of community, passion, and the joy of singing together.

What began as a modest initiative with just a few members has grown spectacularly, bringing together over 30 parents who, with their energy and enthusiasm, turn every rehearsal and event into a special moment.

Find out from Ioana Gafencu – teacher of music and the initiator of this project, how this success story came to life within our community.

 

Eight years ago, when I joined Avenor, I was thrilled to discover the Teachers’ Choir, a group of passionate colleagues who enjoy singing together. It’s not about singing professionally—that’s not the goal. It’s about the joy of singing together and bringing happiness to those around us. Beyond the enthusiasm of the choir members, the excitement of students when they see their teachers perform is immense. They are always delighted to participate in the artistic moments prepared by teachers for special occasions—like Romania’s National Day, Christmas, or Cultural Celebration Day—when our community comes together.

 

For me, this project was a perfect fit. I am, at my core, a pianist. I graduated from the Bucharest Conservatory, majoring in Musical Performance, Piano. Since entering George Enescu Music High School in 9th grade, I’ve been involved in choir singing, and my passion for it has only grown since. Singing in a choir brings me immense satisfaction. That’s why one of my dreams has always been to lead and sing alongside a choir. It’s my way of sharing the joy of music with those around me.

The children’s choir—Just Sing—was the first choir I directed at Avenor. Being part of such a connected community, the idea of forming a Parents’ Choir came naturally about two years ago.

I launched this project with great emotion, sending an invitation to all parents in our community. The only requirement was a passion for music. I wasn’t looking for professionals or specialists, just the joy of singing and spreading that joy through music.

To my delight, many parents responded positively to my invitation, and I quickly realized how much a project like this was needed and how beneficial it is for both the choir members and their audiences. Music is a form of therapy that shows its effects every Monday morning when the Parents’ Choir meets for rehearsal. Monday mornings have become a small celebration of singing, positive energy, and well-being.

What started with just over 10 participants has grown to over 30 members. Initially, we timidly prepared one or two songs, but now we’ve become a true force with a full schedule and a rich repertoire.

I must admit that the enthusiastic reception of our performances by the entire community—students, parents, and teachers—has greatly contributed to this evolution. As a conductor, it’s fantastic to witness the growth of this project so dear to me and the dynamic development of our choir during both rehearsals and performances.

We sing with joy at every community event, and, because I dream big, I aim to take Avenor choirs beyond our campus. After the extraordinary experience with Just Sing at the Musica Orbis Festival in Prague in summer 2024, where we participated in a choir competition, it’s now the Parents’ Choir’s turn to make its voice heard beyond the school.

Poveste de Crăciun  Charity Concert, an initiative born from an invitation by Father Francisc Doboș, a dear friend of our community, offers us the perfect opportunity.

In this concert, aimed at supporting a humanitarian cause organized by the Roman Catholic Church of Sacre-Coeur, the students from Just Sing and the parents from the Parents’ Choir, alongside a special guest—Nicholas Lupu, a professional opera singer, actor, and trainer with experience in various artistic fields—will perform on December 14 for an audience eager to experience moments of joy and emotion.

Beyond this major event, we will carol throughout December on various occasions—at the Winter Shows, the Christmas Fair, and during our alumni’s homecoming—spreading the joy of singing to everyone.

I would like to thank all the members of the Parents’ Choir for their energy, enthusiasm, and the magic this project brings to our community.