Category: School life

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

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

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

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

Avenor and Aspire Teachers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

TEAM STRUCTURE

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

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

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

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

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

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

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

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

WINNERS OF THE 2024 EDITION

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

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

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

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

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

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

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

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

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

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

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

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

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

The biggest challenge for summer programmes is how they can truly be relevant for children aged 10 to 14, who can’t wait for summer holiday?

Andrei Dăscălescu, Teacher of Science and Educational Coordinator of the Summer School programme dedicated to middle school, has accepted this challenge and, alongside the team of teachers involved in the programme, invites middle school students to join a unique learning experience. 

Given the flexibility and diversity of the programme, every participant has the chance to discover their own approach to unraveling the intriguing mystery awaiting them upon completion of the programme.

More details about the programme, we find out from an interview with Andrei Dăscălescu and from the Summer School webpage.

How was the summer programme designed to be a relevant option for children aged 10 to 14?

Alongside my colleagues involved in the project, we devised the summer school programme to provide participants with flexibility and options based on their individual interests.

In the past, students were limited to selecting either STEAM or Expressive Arts. However, this year introduces a new approach with the introduction of a personalized program available to all participants. Children will be able to select their favorite activities from a list proposed by the teachers involved in the Summer School – Music Mystery, Exploring Detective Stories, Forensic Science, Cryptography, Public Speaking and Debate, Insight Investigators, Enigma Explorers, Creative writing, Reverse Engineering (available only in week 1).

Thus, they have the opportunity to choose 5 out of the 8 available domains, which they will then explore throughout the Summer School programme.

Variety is our central element, as we offer activities for science enthusiasts, music lovers, storytellers, or math passionates, to name just a few. Are you interested in science but would also like to try storytelling activities? You can easily choose to do so.

What is the theme of this year’s programme and how does it reflect in the daily activities?

This year’s activities are themed around “Detective Mystery” with the aim of engaging participants in solving an intriguing puzzle. Each daily activity is tailored to this theme, providing unique experiences to help children embody the role of detectives. For instance, science activities will take on the form of a Forensic Science club, where experiments involving fingerprinting, evidence collection, and hair analysis will be conducted.

The overarching goal of the programme is for participants to become proficient in their chosen fields and collaborate effectively as a team to unravel the mystery, all while enjoying the process.

Exact details of the mystery will be kept secret to maintain suspense throughout the programme.

What are the programme’s key moments?

Following each activity, children will receive an important clue to utilize at day’s end. Together with their peers, they’ll methodically attempt to unravel the mystery. By week’s end, they’ll unveil the entire narrative, discovering whether they successfully cracked the case.

Each day presents a fresh challenge, testing participants’ knowledge gained throughout the day and their teamwork skills. The prize? An advantage that could determine who solves the case.

We aim for participating students to genuinely relish this experience, viewing it as an exciting way to kick off their summer holiday. We understand the eagerly anticipated holiday, hence our programme is devised as a stimulating challenge, a fun-filled game, and a collaborative activity, rather than traditional lessons. In Summer School, more than ever, learning is experiential, game-driven, discovery-oriented, and enigmatic.

 

Avenor Summer School is an annual non-formal education programme, open to our students but also to children outside the Avenor community. Here, learning through discovery and play, trips, and outdoor activities is designed to bring much joy, enthusiasm, and unforgettable memories to the youngest participants, aged 2 to 6 years old. 

For more details about the advantages of participating in the summer programme dedicated to nursery students, we learn from Dora Crețu – Nursery Summer School Coordinator.

 

PROGRAMME PRINCIPLES

How was the summer programme designed?

The Summer School programme dedicated to nursery children, aged 2 to 6, takes place from July 1st to July 26th at the Avenor Cașin location. The space will be transformed throughout the summer to best respond to the two main themes of the Summer School – “The Artist in Nature” and “The Nature Detectives”.

The educational content we have prepared alongside the dedicated team of nursery teachers focuses primarily on outdoor activities, themed parties, movement games, trips and so on, with the objective of providing children with opportunities to explore, have fun, and make new friends.

What are the main advantages of participating in the Summer School programme?

One of the strengths of our summer programme lies in conducting all activities in English, providing children with a great opportunity to practice and acquire new skills in interacting with others in a foreign language. Looking back, it’s amazing how well children manage to communicate and relate, easily adapting to a new environment!

Moreover, for children who will start nursery at Avenor in September, Summer School offers a unique opportunity for integration and induction at the beginning of the school year, being a great time to get to know each other.

What are the most anticipated activities at Avenor Summer School?

The most anticipated activities at Summer School are usually those that provide children with opportunities for exploration and adventure, including trips and themed visits. Whether it’s a trip to the park or a visit to a farm, children are always ready for a new adventure and have plenty to tell and show when they return.

Another activity that brings much joy and fun is Water Fun Day. Full pools, water guns, and water-filled balloons delight children who never want to leave the water play.

Of course, themed parties such as ‘Holi Party‘ or ‘Art Party‘ are also of great interest to children as they encourage curiosity and a spirit of exploration.

OUR PRIORITIES

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

Considering the implementation of our Summer School programme, both as an educational coordinator and as a teacher, the main objectives we pursue when designing the Summer School programme are:

• Joy and enthusiasm, including creating an atmosphere where children feel motivated and excited to participate in educational and fun activities.
• Connection with nature, aiming to value the time spent outdoors through activities such as gardening or outdoor adventures.
• Promoting learning through play and practical experiences, allowing children to have fun and learn simultaneously.
• Creating unforgettable memories for children, where they feel appreciated, encouraged, and fulfilled by participating in memorable and enjoyable activities.

In conclusion, I can say that Summer School represents joy, laughter, opportunities, knowledge, and learning. It is a place where “we don’t prepare the path for the children, we prepare the children for the path!“

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We pay forward in education

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

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

 

How does the network work?

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

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

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

 

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

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

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

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

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

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

Looking ahead, what are the expectations from this project?

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

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

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

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

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

 

THE MOST ANTICIPATED ACTIVITIES 

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

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

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

 

THE PROGRAMME’S PHILOSOPHY

How was the summer programme designed?

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

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

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

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

OUR PRIORITIES

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

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

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

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

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

WHAT PARENTS SAY

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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

 

PROJECT START

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

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

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

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

WHAT ARE WE AIMING FOR

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

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

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

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

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

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

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

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

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

CHALLENGES

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

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

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

WHAT’S NEXT

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

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

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

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

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