Curriculum

One of the multiple meanings of the term “curriculum” refers to “road/route”. The essence of the Avenor College curricular and co-curricular route consists of reconfiguring the National Romanian Curriculum by focusing education on the student. Adaptation of teaching to individual learning needs involves the use of complementary educational strategies along with varied and interactive teaching materials.

Thus, education at Avenor College is founded on a skill-based curriculum, where teaching and assessment by means of project based learning (PBL) create real opportunities of progress through a series of direct and indirect learning experiences in formal or informal contexts.

Nursery Primary School Middle School High School

Avenor College – Upper Secondary Curriculum

At Avenor College, the upper secondary curriculum offers a balanced, broad and relevant pathway, preparing pupils for both academic and personal success. We combine international best practices with internally developed subjects and programmes, ensuring that every pupil develops holistically and is ready for the challenges of university and future careers.

How pupils learn in upper secondary

Our curriculum covers English, Mathematics, Sciences, Modern Languages, Humanities, Creative subjects and STEAM, providing a solid foundation of knowledge and skills. Learning is practical, critical and independent, while Learning Outside the Classroom (LOTC) programmes complement formal lessons, fostering perseverance, creativity, empathy and adaptability.

All pupils study Romanian Language and Culture, deepening their understanding of literature, cultural identity and communication skills. Activities such as public speaking and debating in Romanian build confidence and fluency.

Physical Education is compulsory throughout all four years, supporting not only physical health but also emotional balance and well-being, key elements of the Avenor Learner Profile.

Assessment and international qualifications

In Grades 9 and 10, pupils prepare for IGCSE (International General Certificate of Secondary Education), the world’s most recognised international qualification for 14–16-year-olds, accepted by universities and employers globally. Subjects offered in Grades 9 and 10 are detailed in the IGCSE Booklet, available here.

In Grades 11 and 12, pupils progress to AS and A Level (A2), internationally recognised qualifications providing rigorous academic preparation for university study. Pupils can choose subjects from Modern Languages, Sciences, Mathematics, Humanities and Creative/STEAM disciplines, enabling a personalised and future-focused pathway.

Pupils are required to sit exams at the end of each year, and progression to A2 studies depends on successfully passing the AS exams. Subjects offered in Grades 11 and 12 are detailed in the A Level Booklet, available here.

IGCSE and A Level exams are held in May/June and/or October/November each year and are administered by Cambridge International Examinations. Pupils’ work is sent to Cambridge for marking by specialist examiners, with results published officially in mid-August or January.

Personal development and life skills

Throughout upper secondary, pupils study PSHE, ensuring a holistic education focused on social, moral, cultural and spiritual development. Through LOTC and transdisciplinary projects, pupils develop essential skills: critical thinking, clear communication, problem-solving, responsibility, creativity and an international perspective.

Preparing for the future

At the end of the four years, Avenor students possess solid disciplinary knowledge, independent thinking and the ability to apply learning practically. They can analyse information critically, construct well-reasoned arguments, communicate effectively, and are fully prepared to transition successfully to top universities and international careers.

At Avenor College, the lower secondary curriculum provides pupils with a balanced, rigorous and relevant pathway, combining the requirements of the Romanian National Curriculum with best practices from the British curriculum (Key Stage 3). This approach allows us to meet national standards while integrating modern international methods of teaching, learning and assessment.

How pupils learn in lower secondary

Teachers design student-centred learning experiences, aligned with the competencies and objectives of the national curriculum, enriched with resources, methods and assessment tools drawn from the British curriculum. Learning is supported through a transdisciplinary approach, helping pupils make connections across subjects, deepen their understanding, and apply knowledge in authentic contexts.

Assessment and preparation for upper secondary

Our broad and coherent curriculum ensures a smooth transition to any educational system, national or international, at the end of Grade 8.

Personal development and life skills

Through this enriched curriculum, pupils develop critical and creative thinking, effective communication, and the ability to transfer knowledge across disciplines and real-world situations. Subjects such as STEAM, Drama and PSHE support personal development, well-being, and the formation of a strong sense of identity, encouraging reflection on values, relationships, and one’s role in the community.

Tailored support and responsibility in learning

Independent study, both at school and at home, is a key part of lower secondary learning, helping pupils develop good study habits, autonomy, and responsibility for their own educational journey.

At Avenor College, primary school represents a key stage in children’s academic and personal development. From Pregătitoare to Grade 4, our curriculum offers a coherent, balanced pathway tailored to each pupil’s needs, laying the foundations for confident learning and a positive relationship with school.

How pupils learn in Avenor Primary School

During the primary years, pupils are supported by a dedicated class teacher for the core subjects – Mathematics, Romanian Language, PSHE (Personal, Social, Health and Economic Education) and Project-Based Learning (PBL). This approach ensures continuity, emotional security and a deep understanding of each child.

The curriculum is enriched by specialist teachers in English, Physical Education, Drama, Music and Art, providing a well-rounded programme that supports academic progress alongside creative and physical development. As pupils progress through the primary years, the curriculum broadens to include Geography, History and elements of Civic Education.

Project-Based Learning (PBL)

Project-Based Learning is a core element of the Avenor curriculum. Through a transdisciplinary, real-world approach, pupils develop critical thinking, creativity and collaboration skills, learning through exploration, inquiry and practical application.

Personal development and independence

Personal development is supported through PSHE and Drama, which encourage self-expression, empathy and self-confidence. Independent study time helps pupils develop effective learning habits, independence and responsibility for their own educational journey.

Regular one-to-one parent consultations, Morning Coffee meetings, and events such as Feedback Days and Open Days strengthen constructive communication and partnership around each child’s progress.

Primary classes follow the requirements of the Romanian National Curriculum, including standards, learning objectives, competencies, content and assessment methods. At the same time, teachers apply principles and methodologies specific to international education, adapting resources, content and teaching and assessment approaches to meet individual learning needs, in line with study programmes and educational resources aligned with the British curriculum.

At nursery level, we offer children a curriculum based on the Early Years Foundation Stage (EYFS), which supports the balanced development of each child – cognitively, emotionally, socially and physically. Our curriculum is inclusive and accessible to all children, with a particular focus on developing communication and language skills in English, within a safe and nurturing environment.

Avenor Nursery follows the EYFS framework for children aged 1.9 to 5 years, providing a strong foundation for early development. Educational planning for Year 1 is aligned with the National Curriculum in England – Key Stage 1, ensuring continuity and coherence in children’s learning journeys and a smooth transition from nursery to primary school.

How children learn at Avenor

Learning at Avenor is holistic and multisensory, engaging children’s minds, emotions and senses. Children learn through play, exploration and hands-on activities, including outdoor learning and storytelling, and are encouraged to experiment, ask questions and explore the world around them.

The learning process balances educator-led activities with child-initiated learning. Teachers provide personalised support through modelling, repetition and visual cues, using English as the main language of instruction, with bilingual support (English–Romanian) where needed, so that every child feels safe and understood.

Children are encouraged to be curious, creative and confident, gradually developing independence and a genuine love of learning.

The Four Stages of Excellence Model for Holistic Development

EXPLORATION →

The child discovers the world through play.

DISCOVERY →

The child asks questions and experiments.

KNOWLEDGE →

The child makes connections and develops understanding.

EXCELLENCE

The child builds confidence and independence.

Areas of Development

Prime Areas of Learning

Personal, Social and Emotional Development
Physical Development
Communication and Language

Specific Areas of Learning

Literacy
Mathematics
Understanding the World
Expressive Arts and Design

Purposefully Designed Learning Spaces

At Avenor, every space is designed as an opportunity for learning. Classrooms are organised into learning zones that encourage curiosity, independence and creativity. All children follow the same educational programme and have access to a wide range of co-curricular activities, with thoughtful adaptations where needed, supported by the educational team and dedicated nursery counsellors.

At Avenor, children learn and grow in a safe, caring and stimulating environment, where they feel understood and encouraged. Mistakes are seen as a natural part of the learning process, and through daily experiences we nurture responsibility, empathy and self-confidence, supporting the harmonious development of every child.

Assesment

Out teachers will use a variety of methods to assess each student’s progress: reports, essays, quizzes, sample exam papers, individual and group presentations, and a wide range of tasks depending on the requirements of a particular subject.

Nursery Primary School Middle School High School

At Avenor, assessment in the nursery focuses on how children learn through activities guided by teachers or initiated by themselves. Each child’s progress is monitored continuously through observations collected by all teachers in the class and recorded on a four-point scale: “always”, “usually”, “sometimes” or “rarely”.

A progress report is completed twice a year.

The assessment process also includes a meeting between parents and class teachers to discuss the child’s achievements during the term. Assessment emphasises not only current accomplishments but also individual next steps to support ongoing learning and development.

Avenor promotes learning-focused assessment, recognising that recording, reporting, and setting targets are essential for improving pupil performance and supporting motivation to learn.

In High School, teachers use a variety of methods to assess each pupil’s progress, including reports, question sets, exam simulations, individual and group presentations, and a wide range of activities tailored to the requirements of each subject.

Avenor International High School follows the Cambridge Assessment International Education (CIE) grading scale:

IGCSE (Grades 9–10): Grades A*–U

AS Level (Grade11): Grades A–E

A2 Level (Grade 12): Grades A*–E

At the end of the two-year IGCSE programme, and at the conclusion of grade 11 and grade 12 for the Advanced Level (A Level) course, students sit official external examinations.

IGCSE and A Level exams are scheduled in May/June and/or October/November and are administered by Cambridge International Examinations. Pupils’ work is sent to Cambridge to be marked by specialist examiners, and official results are released in mid-August and January each year.

We also monitor pupil progress through interim and summative reports, using the following indicators:

Effort – Monitored qualitatively during lessons:

Exceeding expectations: The pupil is fully engaged, motivated and consistently demonstrates a positive attitude to learning.
Meeting expectations: The pupil is motivated and interested, progressing satisfactorily but with potential to do more.
Below expectations: The pupil sometimes shows a lack of engagement or motivation.
Not applicable: The pupil consistently shows little interest, engagement or focus in lessons.

Progress – Indicates whether the teacher considers the pupil to be “on track” to achieve learning objectives and desired outcomes.

Attainment – The pupil’s official grade, reflecting their current level of achievement. This provides a “snapshot” of performance across tests, homework, projects and other assessed activities.

Target Grade – The overall grade a pupil is expected to achieve by the end of the school year, based on previous performance.

Communication with parents

Keeping parents informed about their child’s progress is a key part of the home–school partnership and plays a vital role in supporting achievement. Reporting is carefully planned to ensure regular interactions each term.

Results are communicated through:

Interim and summative reports via the Engage portal (Avenor College’s information management system);

Meetings with teachers, including Feedback Days and individual consultations.

Assessment is an integral part of the teaching and learning process. It is closely linked to the curriculum and to life beyond the classroom, allowing pupils to demonstrate conceptual understanding (what they know), skills development (what they can do) and character learning (what they feel) in a variety of ways.

Assessment aims to:

Reduce the emphasis on judgment and increase constructive feedback on performance;

Determine outcomes based on a clear set of criteria, known to pupils in advance;

Complement quantitative measurement with qualitative evaluation (e.g., descriptive comments);

Focus on progress, building on strengths, identifying areas for improvement, and adapting to individual learning needs;

Combine formal assessment with alternative methods;

Highlight the impact of learning.

Systems of assessment

The grading system used in Primary School is:

Grade Pregătitoare: A criterion-based four-point scale established by the school: Always, Usually, Sometimes, Rarely.

Grades 1-4: National grading scheme with four descriptors: Very Good (VG), Good (G), Satisfactory (S), and Insufficient (I).

We also monitor pupil progress through interim and summative reports, using the following indicators:

Effort – Monitored qualitatively during lessons:

Exceeding expectations: The pupil is fully engaged, motivated and consistently demonstrates a positive attitude to learning.
Meeting expectations: The pupil is motivated and interested, progressing satisfactorily but with potential to do more.
Below expectations: The pupil sometimes shows a lack of engagement or motivation.
Not applicable: The pupil consistently shows little interest, engagement or focus in lessons.

Progress – Indicates whether the teacher considers the pupil to be “on track” to achieve learning objectives and desired outcomes.

Target Grade – The overall grade a pupil is expected to achieve by the end of the school year, based on previous performance.

Communication with parents

Results are communicated through:

Interim and summative reports via the Engage portal (Avenor College’s information management system);

Meetings with teachers, including Feedback Days and individual consultations.

Assessment aims to:

Reduce the emphasis on judgment and increase constructive feedback on performance;

Determine outcomes based on a clear set of criteria, known to pupils in advance;

Complement quantitative measurement with qualitative evaluation (e.g., descriptive comments);

Focus on progress, building on strengths, identifying areas for improvement, and adapting to individual learning needs;

Combine formal assessment with alternative methods;

Highlight the impact of learning.

At Lower Secondary (Middle School), the national grading scale is used, with marks from 1 to 10.

We also monitor pupil progress through interim and summative reports, using the following indicators:

Effort – Monitored qualitatively during lessons:

Exceeding expectations: The pupil is fully engaged, motivated and consistently demonstrates a positive attitude to learning.
Meeting expectations: The pupil is motivated and interested, progressing satisfactorily but with potential to do more.
Below expectations: The pupil sometimes shows a lack of engagement or motivation.
Not applicable: The pupil consistently shows little interest, engagement or focus in lessons.

Progress – Indicates whether the teacher considers the pupil to be “on track” to achieve learning objectives and desired outcomes.

Target Grade – The overall grade a pupil is expected to achieve by the end of the school year, based on previous performance.

Communication with parents

Results are communicated through:

Interim and summative reports via the Engage portal (Avenor College’s information management system);

Meetings with teachers, including Feedback Days and individual consultations.