Category: School life

Maria, a 12th-grade student and coordinator of the Avenor Christmas Charity Fair, tells us what this tradition means to her. 

Each year, as students bravely assume the responsibility of overseeing this large-scale event, it perseveres and enhances the Christmas spirit for all members of the community. For the Avenor Christmas Charity Fair, this spirit transcends mere goodies, hot chocolate, games, and carols—it embodies something more profound.

 

Two years ago, around this time, Cate, then a senior in the 12th grade and the coordinator of the Avenor Christmas Charity Fair, suggested that I take over the organisation of this project alongside Clara.

This summer, I found myself in a similar position, suggesting to Sonia and Ana, both 10th-grade students, that they take over the coordination of the fair that binds us all together.

Avenor Christmas Charity Fair, a tradition of the Avenor community now in its seventh edition, is the project that helped me discover myself. In middle school, when the fair meant only the Christmas spirit, hot chocolate, and the prizes I could win at the stands scattered around the campus, I dreamed. I dreamed that one day I would be in the position of the high school students in the organising team who, on the day of the fair, rushed around with a lot of work. Although I had my personal projects that took up a lot of my time, I still hoped that, miraculously, I would one day be running around the campus in December as the organiser of one of the most beloved events.

Time has passed, and in the 11th grade, Clara and I became the coordinators of the Avenor Christmas Charity Fair. Driven by the memory of the child within us who would have jumped for joy at such news, we started working on it since September. And not alone, because organising the fair involves having a united and strong team by your side, working side by side.

The 2022 edition had six departments of specialists behind it. Each team had its own responsibilities. Beyond what was planned, there came the unplanned, surprising, and unimaginable, for the seventh-grade child who once wished to become the organiser of the Christmas fair. Communicating with the association we chose to support, coordinating with the school’s leadership team to create a fair schedule that ensured the safety and enjoyment of all students on campus, and inviting the community are just a few aspects that pushed us to the limit.

 

All the fatigue, all the work, and all the glitter that entered our eyes as we made decorations for the fair were forgotten and didn’t matter anymore when the Avenor Christmas Charity Fair opened. On December 20th, at 1:00 PM, hundreds of children swarmed the stands, with the favourites being those filled with treats.

I admit that during the fair, I didn’t know if it was a successful event or not, and if the other participants were enjoying it as much as I was until the moment I looked at the pictures. Seeing children with whipped cream on their noses, faces hidden behind cotton candy, and arms full of prizes won at the stands, I felt fulfilled and realised that I had become one of the high school students I used to watch years ago, running wildly through the fair. And this experience made me relive the joy from the 7th grade.

With the conclusion of the 2022 edition, after the stands were dismantled and stored for the next year, I knew, with a knot in my stomach, that it was time to prepare to pass the baton. After my own investigations and consulting with the teachers around me, I knew that Ana and Sonia were the most suitable persons to carry on the tradition.

This year’s edition, I organised it alongside them, being very motivated to have a memorable event. It was my last fair as an Avenor student and the main organiser, and for them, it was their first experience as coordinators.

I took into account everything I learned from the organising experience of last year, and Ana and Sonia adapted, learned, and gradually took over the responsibility.

Discussing with Adelina Toncean, the founder of the Asociația Blondie our charitable cause for this year, we realised together that what we are doing is not just student led projects, nor just a joy for Avenor students eagerly awaiting the fair. It is an opportunity for life that we can offer to severely ill babies. And the feeling that this thought gives you cannot be defined and exceeds any expectation.

Although it’s hard for me to think that next year, at this time, I’ll be at college in another country or even on another continent, I’m already looking forward to the moment when I can come back to see Ana and Sonia in action. Then, as the years go by, I’m excited to see the other coordinators of this beautiful tradition, hoping it continues with the enthusiasm that Maria from the 7th grade had when participating in the Charity Fair.

Dana Papadima – Educational Director at Avenor – is a benchmark for us when it comes to Romanian language and culture, values that we try to preserve and develop throughout the entire community. Every year, around December 1st, we invite Dana to talk to us about Romania, the Romanian language and what it means to be a good Romanian – ingredients that contribute significantly to a proper celebration of National Day. We invite you to read this year’s interview, which offers us a very authentic perspective on what Romania means.

I have often felt that religious sentiment, patriotism, and private relationships are matters that are strictly personal and intimate. I don’t quite understand the display of these feelings or beliefs in public spaces; displays such as humbly crossing oneself when passing by a church or public demonstrations followed by the well-known chest-beating about “my country,” or even revelations about private life. These are delicate, purely personal feelings deeply connected to one’s values and beliefs. I don’t strongly desire to share them with the “world,” whoever that may be. I believe patriotism is less about a traditional shirt or a tricolour headband displayed on Facebook and more about doing well on this earth during the days you have. However, I have read enough Romanian poetry with a patriotic message (I have an issue with music…), from classics to modern works. Ana Blandiana has written some wonderful poems on this topic as has Nichita, and my child’s soul still softens when recalling Peneș Curcanul or Sergentul or Trei, Doamne, și toți trei. Not to mention some classics like Alecsandri and Coșbuc.

The achievements of David Popovici however don’t fill me with patriotic sentiment, I instead consider him a product of talent, personal dedication, and the efforts of his parents and educators.

December 1st was designated as National Day immediately after the events of December 1989, as a reparative gesture after the hypocritical date of August 23rd from the communist era which was decided with no input from the public or professionals of our country. And so it remained; no one bothered to question why this date and not another under the idea that it symbolically represents the great reunification. My innocent objection is rather related to designating “Deșteaptă-te române!” as the national anthem, partly because it has a profoundly vengeful message and, on the other hand, because, although the melodic line is beautiful (composed by Anton Pann), it is originally a religious song, with a serious and descending tone, a Byzantine melody, in my opinion, less suitable for a national anthem and very, very difficult to sing other than by professionals. Both ‘singability’ and message should be the aspirations of any national anthem.

Furthermore, there is a persistent confusion here that started in the Romantic era, that a national celebration is necessarily an occasion to honour the bellicose past and the sacrifices of our ancestors. I would separate these two things: honouring heroes, military parades, the solemnity of speeches and church presence, and a day dedicated to celebrating National Day, where people can enjoy and watch stunning fireworks. But, as they say, that’s all we could achieve…

Starting from the reflection on what it means to be a good Romanian, I would also bring up a perpetual identity debate: either we Romanians are the best, the toughest, the most unjustly treated in the world, and our virtues are not adequately recognized, or we are a people of nothing, of bare elbows, of contextual survivalists. It doesn’t seem fair to me, and all these discussions about what would be called Romanian exceptionalism (for better or worse, as I have seen), I don’t know to what extent they help us understand an identity matrix, of the type ‘we are what we are’. An interesting people, at the crossroads of fascinating cultural and linguistic influences, a culture small in relation to the great civilizations but full of creative impetus. Caught between anachronism and modernism, between the Carpathians and the Balkans, between Europe and non-Europe, between tradition and revolution. Eternally between worlds, but precisely for this reason, interesting. Let’s not look for overarching labels, but let’s be satisfied with what we are.

Philosopher Constantin Noica has a volume, splendid in style, of cultural essays titled “Sentimentul românesc al ființei.” At its release, the book was highly praised, serving as a cultural touchstone for many. With one exception, the malicious ones among us. The other philosopher and colleague living in exile in Paris, Emil Cioran, sent Noica a congratulatory letter that ends with the following remark: “And now, what about the Paraguayan Sentiment of Being?” Subtle irony, by no means malice, an encouragement for a better consideration of identity exceptionalism…

My patriotic experience occurred only when I lived away from Romania and it was not Romanian people I missed but the Romanian language itself. For a few years, I lived in the midst of Western civilization, in conditions incomparable to Romania at that time but was forced to use, at times German, French and of course English. That’s when I realised that I could replace beautiful landscapes with other beautiful landscapes and visit close friends from time to time. I never shed tears of excitement for the national football team’s victories, no more than I cry at the victory of any sports or artistic star, no matter where they come from. But my authentic existence, in joy and fullness, could never settle without the Romanian language.

National Day is, for me, the Romanian language. That’s why I celebrate it every day.

Richard Thomason is the Head of Secondary at Avenor starting from this academic year. We are pleased to have him with us in a dual role, also serving as a teacher of History at the Secondary School. After two months of active engagement within the school, we invited him to participate in an interview where he could share his experience at Avenor, what pleasantly surprised him, what areas we still need to improve, insights about the future Class of 2024, and the British values he found in the school.

 

During your two-month experience as the Head of Secondary and Teacher of History at Avenor, have you come across any aspects of the school or its students that have pleasantly surprised you? If so, could you share some of these experiences with us?

R: These have been two intense months during which I got to know the school, the students, the teachers, and gradually, the parents as well. I am convinced that there are still many things I will discover, but what has impressed me the most up to this moment are the opportunities offered to our students, especially the off site learning opportunities and the trips.

In addition, the expertise and support our students get with university applications to different corners of the globe is a very important aspect and I am pleasantly impressed by the quality of the Career Counselling Programme. 

I am also pleasantly surprised daily by the thinking skills and creativity of Avenor students and I should also mention the dynamic lessons that allow the students to showcase these skills. 

Last, but not least, the tracking of student progress is also the most thorough I have seen and any rise or dip in student performance is noticed straight away.

 

Avenor is dedicated to uphold British traditions and values. Have you observed these values manifesting in everyday school life or in different projects at Avenor?

R: I certainly have, I saw these through the recent student elections and the work of the Students` Council. We hope to further empower the Students` Council and have students influencing change more and more at Avenor. 

I have also seen a  commitment to British values through the various debating competitions and not least the Armistice day activities and Remembrance assembly and service the students were involved with. 

 

With our primary goal of preparing students for admission to the world’s top universities, what is your assessment of the potential of our Class of 2024?

R: Unfortunately I do not teach the grade 12 students and it is my loss as I don’t have the chance to know them as well as I would like to. They are mature, driven, reflective and courteous. I am excited at the opportunities that await them and I have seen all their university plans and aspirations and have no doubt they will be successful. 

I am confident they will surpass the 2023 results but the bar is high. They have to do the hard work to support the obvious potential. We are all behind them and wishing them every success for 2024. 

 

Juggling dual roles as both a Teacher of History and the Head of Secondary, how does your perspective of Avenor differ between these two positions?

R: As Head of Secondary, I am extremely proud of all the secondary school students. Behaviour is very good in lessons and the attendance of students is superb. However, we can improve and should strive to be better. I think in terms of punctuality and uniform we can be better.  Middle school students need to ensure they do not run inside at break time! High school students need to be better with wearing the correct uniform – the biggest room in the world is the room for improvement!

I really enjoy my History lessons and I am super proud of my grade 9 class who have started IGCSE to a really high standard and are heading towards excellence. My middle school lessons are vibrant and lots of fun. The students here have a passion for History and want to succeed and attain well. In fact, some of my Middle School students are super passionate about History and ask for extra homework.  

I am proud to be a member of the Humanities team under the excellent leadership of Prof. Dr.. Căpățînă. In History throughout Secondary school we are very skills focused and I have outstanding colleagues in Mrs. Socoliu and Ms. Dăscălescu to share ideas and inspiration. 

 

In a world deeply divided on how to raise, educate, and guide today’s children into becoming the adults of the future, Professor Mircea Miclea succeeded in uniting a room filled with 150 people around a common conclusion: children tend to follow their desires, while parents must focus on their responsibilities.

In addition to his remarkable patience and extensive wisdom in explaining the metacompetencies that should be nurtured throughout the learning process, Professor Mircea Miclea emphasised the pivotal role of parents in shaping their children’s behaviour through their own actions, words, and, most importantly, by maintaining consistency.

The invitation we extended to Professor Miclea to join us at Avenor College on International Teachers’ Day was not by chance. The question, “What is worth learning?” is a shared concern that we address through both practical experience and research. Our aim is to adapt the process of transforming today’s children into tomorrow’s adults. 

Here’s how Professor Miclea responded to the inquiries of Avenor parents:

How can we teach patience to today’s children? 

“It’s becoming increasingly challenging to instil patience in children, particularly as they spend more and more time engrossed in digital technologies. Digital technologies are characterised, among other things, by the fact that minimal effort, such as clicking a mouse, results in substantial rewards relative to the effort exerted, and the rewards are immediate.

The initial step in teaching patience is to limit their excessive use of these digital technologies, which tend to foster impatience.

DELAYING THE REWARD 

The next step involves delaying the reward. This means that, even when they have completed their tasks, you don’t immediately grant them the reward you promised. For instance, if you’ve promised to take them out for ice cream, you delay it for some time, gradually increasing the time interval. Through this gradual process, their brains learn that the reward will come, but they must be patient.

In the subsequent stage, sometimes you provide the reward, and other times you do not. By not giving the reward every time they exhibit the desired behaviour, you teach them the value of perseverance.

Perseverance is cultivated when the rewards become less predictable – the child doesn’t know exactly when the reward will come. They are aware that it will eventually arrive, but the uncertainty instils patience, encouraging them to persist.”

Can ambition be learned? 

”Ambition is intrinsically linked to self-discipline. The fundamental rule of ambition is this: my objective is more important than my emotional state.

Frequently, our actions are influenced by our mood. If we feel tired, we might not rise from bed; if we’re in a positive state, we’re inclined to accomplish a multitude of tasks, but when our mood turns negative, we tend to avoid tasks due to fatigue.

THE GOAL TAKES PRECEDENCE OVER THE EMOTIONAL STATE 

This is a significant achievement, as you’ve observed that successful individuals prioritise their goals and objectives over their emotional states. Regardless of whether they’re feeling tired, sad, content, enthusiastic, or despondent, their goal takes precedence.

This rule is something that must be learned, initially from external influences. Then, you help them through all stages of acquiring this rule, which involves projection, identification, and finally synchronisation. As a parent, you must set an example if you wish to be emulated.”

What can parents do? 

”First and foremost, parents should examine their behaviour in their everyday lives.

Our brains possess a remarkable ability to derive rules. For example, a 5 or 6-year-old child can speak grammatically correctly without formal instruction because their brains unconsciously extract grammatical regularities, a trait embedded through evolution.

Now, consider this: children also extract regularities from our everyday behaviour, such as how we handle conflict, for example. If a child witnesses a parent resolving conflict through violence, they internalise this regularity.

Similarly, when children observe a parent choosing to prioritise their emotional state over a goal – for instance, deferring a walk until they feel better – they understand that their emotional state takes precedence over their objective.

Secondly, parents should pay close attention to how they reinforce or penalise behaviour, helping their children develop these rules.

UNDERSTANDING WHAT CHILDREN NEED AND LIKE 

The key distinction between adults and children is that, unlike children, we need to consider what benefits children. Children typically focus on what they like. For instance, a 3, 4, or 5-year-old child enjoys playing, eating ice cream, or watching TV for extended periods. However, our role as parents is to consider what benefits them.

It is beneficial for children to adhere to certain rules that aid them in adapting to the world around them. Thus, we establish rules.

“First, do your homework, and then you can use the computer for only 2 hours.” 

“First, clean your room, and then you have the right to go to a certain place.”

These rules are essential since they teach children valuable skills that will be relevant in various areas of life, regardless of their future career choices. By instilling these rules, we prepare our children to adapt to the world of adulthood, which is ultimately more valuable than their temporary affection.

In summary, it is crucial to have children who are well-prepared for the challenges of adulthood, even if it means they may not love us as fervently. This is more desirable than having them adore us but be ill-prepared for the realities of adult life.”

For the second consecutive year, Avenor high school students have obtained the licence to organise TEDxYouth@Avenor College, and we are very proud of them. Congratulations!

TED conferences aim to spread “ideas worth spreading” through leaders from around the world who deliver inspiring speeches that subsequently gather millions of views.

“The TEDxYouth@Avenor College conference will take place on November 18th, and just like last year at the first TEDx Avenor edition, we hope to enjoy the support of the entire community, both physically, with a large presence in the audience, and organizationally, through any type of contribution that helps us prepare everything to the standard we desire and that is required by the franchise.

We would like to thank everyone who was with us in 2022, providing support – financially, materially, with know-how, and advice. Every help mattered and helped us organise the conference with the theme ‘Ctrl+Alt+Del. Reset & Start Over,’ where the speakers talked about overcoming obstacles through perseverance.

With this year’s theme – ‘On Top of the World. What’s next?‘ – we plan to explore the challenges and personal development after significant success. Alongside my fellow organisers, we are working hard on the project and are very excited about this opportunity.” says Sandra, 12 Omega, Licensee, and the main organiser.

Tickets for the event are now on sale and can be purchased from HERE, and the first speakers at the event are already confirmed. They are Virgil Stănescu and Adriana Istrate.

After his performance in the national basketball team, Virgil founded Go Scholarship – a support program for young athletes to excel. Adriana, after quitting her corporate job, became the only woman in Romania to run on all seven continents (winning the Antarctic Marathon – 100 km). 

The entire project is organised exclusively by Avenor high school students.

“We have 8 departments: Curation, Executive production, Event management, Communications and editorial, Design, Sponsorships, Website management, and Legal, which means a team of 30 students and 20 volunteers. 

We build on the experience gained from organising last year’s edition and continue to learn together from everything that happens to us because we are very determined to achieve our goal of organising a self-funded event with a lineup of 8 speakers.” says Sofia, 12 Alfa, Co-organizer.

TEDxYouth@AvenorCollege is a public event and you can find more details about the organising team, the event and the speakers on:

Website-ul TED      Instagram        Facebook

La Avenor am serbat Ziua Internațională a Profesorului la școală, așa cum știm cel mai bine – prin învățare. Ne-am bucurat de prezența în campus a domnului prof. dr. Mircea Miclea care ne-a ajutat pe toți cei prezenți la conferința ”Ce merită învățat?”, să înțelegem mai bine cum, împreună – școală și părinți,  îi putem ajuta pe copii să se pregătească pentru un viitor în schimbare rapidă, incert și pe care doar ni-l putem imagina.

Cea mai bună dovadă a modului extraordinar în care prof. Miclea a povestit despre ”Ce merită învățat?”astfel încât să fie relevant și în lumea de mâine este mărturia pe care Liana Alexandru, jurnalist, autoare de cărți pentru copii și părinte în cadrul comunității noastre a oferit-o:

Când vorbim cu foarte multă preocupare despre #educație, despre cum ar trebui să fie profesorii azi adaptați la realitatea tot mai dinamică a lumii, astfel încât copiii să poată fi bine orientați și să reușească în viață, uităm adesea cât de important rămâne părintele în ce se întâmplă pentru un copil în etapele lui de școală.

A fost o satisfacție să-l aud aseară pe profesorul Mircea Miclea vorbind la conferința Avenor College de #ZiuaEducației și despre rolul fundamental al părintelui nu doar în cei șapte, ci în toți anii copilului de acasă pentru ca școala să reușească. În formarea unei discipline care să-l facă apt să se autodisciplineze, să parcurgă coerent un sistem de educație și să facă față provocărilor unei realități tot mai volatile.

Cum îi învățăm noi, părinții, pe copii regulile, cum le creștem răbdarea, cum le mai cultivăm ambiția într-o realitate în care telefonul mobil e generator de plăcere instantă, de adicție și de pseudo-cunoaștere? Mircea Miclea spune că un copil, capabil să vorbească bine fără să cunoască gramatică pentru că mintea funcționează extrăgând regularități, învață din ceea ce vede, în primul rând din felul în care se poartă acasă părinții cu el. Și dacă el gândește ‘hedonist’, cu alte cuvinte e tentat în mod natural să facă doar ceea ce-i place, părintele trebuie să se gândească mereu la ceea ce-i folosește copilului cu adevărat.

Până când copilul ajunge să se autodisciplineze și să aleagă singur, rolul părintelui e să-l facă să respecte reguli. Iar pentru ca să reușească, regulile trebuie să fie simple, repetate și să aibă drept combustie emoțiile, chiar dacă ele înseamnă rușine, vinovăție sau nevoia de a fi parte dintr-un grup: ‘Îmi fac tema pentru că nu vreau să se supere tata’ sau ‘pentru că așa fac și ceilalți colegi de clasă’. Odată ce regula e asumată, iar copilul se indentifică cu ea, regula poate fi integrată într-un sistem împreună cu alte reguli, devenind comportament: ‘Îmi fac temele pentru că așa vreau ori așa sunt eu’. Cel mai mult mi-a plăcut aici ideea că regula nu e un scop în sine, ci un fel de a face față fluctuațiilor afective.

Respectarea unor reguli limpezi e baza pentru a putea cultiva copiilor în epoca gadgeturilor și răbdarea. Frumusețea argumentației lui Miclea a fost punerea în oglindă a cultivării răbdării chiar cu formarea adicției. A dat exemplul jocului de păcănele unde, e adevărat, se câștigă, dar la intervale pe care omul le socotește ca fiind predictibile și care devin, cu timpul, tot mai impredictibile. Amânarea recompensei e o formă de a crește răbdarea, iar părintele își va îndeplini promisiunea fără să stabilească termene. Aici m-am amuzat teribil pentru că zilele trecute tocmai rezolvam o urgență, după ce făcusem la cuptor o prăjitură și o lăsasem la răcit, când copilul a venit să mă-ntrebe dacă pot să-i tai o bucățică. I-am spus că am nevoie de zece minute fiindcă mă concentrez maxim pe rezolvarea unei probleme. ‘Foarte bine, mi-a zis, din clipa asta mă uit la ceas, în fix, dar fix zece minute vin să-mi tai prăjitura.’ Și mi-a închis ușa.

Ambiția, foarte necesară copilului pentru orice progres, trebuie, totuși, canalizată înspre lucrurile care contează. Mircea Miclea spune că lipsa de chef (o constantă dacă e să fim sinceri a oricărui început de activitate folositoare), se rezolvă punând deasupra felului în care ne simțim scopul. Scopul, spune el, e mai important decât starea. ‘Dar de ce trebuie să fac asta?’ e întrebat adesea părintele, începând chiar cu trezitul de dimineață. ‘Ei, uite de-asta!’ a răspuns foarte sincer profesorul Miclea, făcând o sală întreagă de părinți și profesori să izbucnească în râs.

În ultimul paragraf la notițele mele din conferința de la Avenor a lui Mircea Miclea am scris așa: ‘E mai bine pentru copii să fie adaptați la lumea haină și să nu ne iubească, decât să ne iubească și să fie niște inadaptați.’ Aici am un amendament. Cred, mai degrabă, că toți cei care avem acum ocazia să auzim de la copiii noștri că suntem cei mai nesuferiți părinți din lume vom fi peste ani și cei mai iubiți.

Articolul poate fi citit integral în Republica.

 

In a world increasingly dominated by screens and technology, outdoor play plays a very important role in the holistic development of children. Even if we are talking about free play or structured play, the benefits of outdoor play are substantial and offer a multitude of advantages that go far beyond mere recreation.

That is why, at Avenor, our students from Primary have included in the structure of the day a flexible learning block when they can play outside with their colleagues.

”Our commitment at Avenor is to provide a well-rounded and inclusive experience for our students during breaks. Our approach combines active play stations and free play, giving students the freedom to choose activities that resonate with them. It ensures that all students, regardless of their abilities and interests, can participate and feel included. Our goal is to promote teamwork, cooperation, conflict resolution and social skill development through structured activities, while free play encourages spontaneous socialization and creativity. 

Another benefit of this approach is that students learn to allocate their break time effectively between structured and unstructured play, enhancing their ability to manage time.

This balanced strategy supports various needs and preferences, contributing to holistic student development.” says Ramona Mucenic, Acting Head of Primary School.

10 active play stations were created and designed purposefully to encourage students to develop creativity and problem solving skills, advance group work and critical thinking skills, build positive relationships and develop strategies for conflict resolution. These play stations are:  Sport, Role Play, Board games, Reading Garden, Bits and Bobs (building blocks), Music, Football, Music, Arts and Playground games.

The benefits of this approach to free time spent are:

These play stations are:  Sport, Role Play, Board games, Reading Garden, Bits and Bobs ( building blocks), Music, Football, Music, Arts and Playground games.

All resources necessary at every play station are stored in the schoolyard and accessible to students daily, between 12.10 to 1.15 pm. The Teachers on Duty facilitate all active play activities, being assisted by special helpers chosen from upper Primary.

”I am extremely happy to observe how this project has transformed the way in which students spend their leisure time. It’s quite inspiring to see how the students enjoy their free time in a creative, dynamic, and collaborative manner. Each day brings new activities and challenges, and the children are genuinely excited to discover what surprises are in store for them. 

What I find wonderful is that they have the freedom to choose which activities to explore, which actively engages them and makes them much happier.

Another remarkable aspect of this project is the involvement of older students in managing the play areas and resources. This not only promotes responsibility but also fosters communication and the building of interpersonal relationships among students of different ages. I joyfully observe how they help each other and how friendships are formed within this program.” – says Paulina Mandache, Teaching Assistant.

All available activities  have been chosen specially to appeal to pupils in all of Primary and encourage different age groups to play together. 

”Seeing students of all ages playing together and learning from each other is invaluable. If we take the time to listen to students, there is a lot to learn from them. When the project started, and the students were asked what they would like to be included in Active Play, they were eager to share their ideas. From that point on, the students have felt involved, passionate and responsible for the project. 

To see students of all ages composing songs together or instructing each other on how to make origami is truly heartwarming.” – says Nikki Ireland, PBL Teacher.

Beyond the involvement and joy that the new games bring into the lives of our primary school students, this approach to leisure time serves as a learning platform that fosters the development of cognitive, social, and emotional skills, as well as abilities with a strong impact on children’s future lives.

When we talk about primary school ART classes, we often think of the traditional visual arts and practical skills lessons. However, at Avenor, we’ve taken a step further in approaching these classes, developing a new media curriculum centered on STEAM (Science, Technology, Engineering, Arts, and Mathematics) for grades Pregătitoare – 4 to ensure our students have experiences that help them develop a wide range of skills, from critical thinking to creativity and problem-solving, skills that will assist them in their everyday lives.

Dr. Bogdan Topârceanu, Art Teacher at Avenor, shares in the interview below his approach to these classes and the long-term impact aimed for in students’ development.

 

What is STEAM Education? 

STEAM Education (Science, Technology, Engineering, Arts, and Mathematics) is an interdisciplinary approach to learning that integrates these disciplines in a transversal and applied manner. This approach promotes learning through exploration, discovery, and problem-solving, with the aim of developing critical thinking, creativity, and problem-solving skills. By integrating STEAM components into the art education curriculum, students no longer study a single discipline but develop their skills in an interdisciplinary manner, enhancing their thinking and imagination through a unified understanding of the world, rather than accumulating isolated knowledge. They become capable of using knowledge and skills from the field of arts in congruence with those acquired in other subjects to investigate, explore, and find ideas and solutions to real problems.

 

What are the concrete advantages of integrating this type of education into the curriculum? 

STEAM Education emphasizes practical, experiential, and collaborative activities in which students are actively involved in the learning process. They are encouraged to take rational risks, try, and fail, learning from their own mistakes. This approach prepares them for the real world, where the ability to solve complex problems, collaborate with others, and think critically are valuable skills. 

Through STEAM education, students develop their imagination and creativity, learning to find innovative solutions and express their ideas in an original and artistic way. They learn to apply creative concepts in real contexts and understand the role of technology in the modern world. The STEAM approach prepares students for the challenges and opportunities of a constantly changing and progressing society. This type of education is an effective way to develop the competencies and skills needed for success in a knowledge and technology-based world, stimulating critical thinking, creativity, and innovation.

How does the ART curriculum evolve from Pregătitoare to grade 4? 

The curriculum is designed so that students have conceptual continuity both horizontally, across a school year, and vertically, from one year to the next. It should be noted that the technology and interdisciplinary part are mediated through tablets that children are encouraged to use for educational purposes from Pregătitoare. Typically, children spend time online, and the idea behind the program is to help them develop skills that will allow them to convert this time into multimedia creation time. Once students learn the applications, education and the learning process continue beyond the classroom. 

This familiarity with new technologies begins in Pregătitoare. Starting with the senses and how we perceive the world, we introduce, in addition to classical painting, modeling, collage, and drawing techniques, elements of new media through interdisciplinary mobile applications. Thus, students learn to create stop-motion animation, 3D voxel modeling (similar to the construction in Minecraft, another game we use for educational purposes for children familiar with it), digital painting with interactive substances, and interdisciplinary experiments that combine sound and color. From the first demonstrations with Pregătitoare students, children managed to exceed expectations by quickly learning both the technology aspect and the physical aspect, such as directing and creating a photographic sequence that can later be assembled as a GIF. 

Grade 1 represents a year of consolidating knowledge, where students receive, in addition to new exercises in already known applications, a new 3D modeling application with more complex shapes, where they begin to build characters. This initiative prepares them for grade 2, where they have an entire module of world-building, character design, and team storytelling, culminating in a comic book, costumes, sets, and a film written and directed by them. Grade 3 brings 3D models into reality, being the first year when children are skilled enough to produce digital elements that can be 3D printed and used later for an extensive product design project. Additionally, they learn digital animation, which helps them create a series of advertisements. Grade 4 concludes the five years with a recap of all techniques and skills in an extensive Game Design module. 

 

Therefore, at the end of these five years, Avenor students are fluent in multiple techniques, both analog and digital: multiple animation techniques (stop-motion, paper motion, rotoscoping, Lego animation, frame-by-frame animation), clay modeling and 3D modeling, drawing, painting, and collage, both on paper and tablets. All these skills are always associated with real-life applicability examples: logo design, packaging, advertising campaigns, set production, costumes, and film, character design, worlds, and games.

Over the years, what have been the most innovative, interesting, or simply surprising projects carried out by students?

The most complex projects are those of product and game design in grades 3 and 4. 

Children have the opportunity to combine many manufacturing and production methods in a single project that challenges both their imagination and thinking skills and knowledge. They learn to work in teams and gain autonomy in decisions they learn to justify. They go through periods of art history that they then reinterpret and recontextualise as part of a game or create small business projects that they later illustrate in creative ways. The introduction of augmented reality in the grade 4 project brings mixed reality into the equation of teaching methods used in class.

In a world marked by an unpredictable future, one whose evolutionary path remains uncertain, the significance of education grows in importance as it must constantly adjust to emerging realities. The information we commit to memory, along with the skills we cultivate, embody the knowledge essential for navigating an increasingly digitised world.

At Avenor, within our Strategic Plan (2021-2031), we pursue 8 objectives, one of the most important being to provide transformative education to our students. Transformative education ensures a coherent transition from one learning cycle to another, from Nursery to High School, so that students are in real contact with the surrounding world and nature. Through transformative education, students acquire competencies, understand concepts, and develop their character while preserving their identity and national culture. The ultimate goal is to develop in each student the Avenor Learner Profile, which will enable them to transfer their learning from school to building a better world.

On the occasion of World Teachers’ Day on October 5th, we propose to honour teachers and their role in educating students and, by extension, in the development of society through a conference with the theme “What is Worth Learning?” presented by Prof. Dr. Mircea Miclea, author, psychologist, educator, and entrepreneur, founder of the Cognitive Psychology School in Romania. This event is specially designed for the Avenor community – parents, teachers, and partners.

According to Professor Miclea, if we want to answer the question “What is worth learning?” so that it remains relevant in the world of tomorrow, efficiently exploiting digital technologies, and capitalising data from cognitive neuroscience, the answer is – those knowledge, skills, and attitudes that develop our minds on four dimensions:

Autonomy, the ability to acquire and use knowledge regardless of the functionality of digital technologies or information source manipulation. For example, being able to write correctly without relying on Word’s grammar, navigating without Google Maps, or accurately evaluating fake news. The more knowledge we have, the more autonomous we become.

Self-discipline, as an attitude towards oneself, which comes through internalising discipline and ethical rules. Cognitive science research shows that self-discipline is more important than intelligence in achieving performance.

Design thinking, as a thinking style that identifies relevant questions from a multitude of problems and offers creative solutions that satisfy both environmental constraints and customer expectations. Algorithmic solutions will be taken over by machines; we are left with contextual solutions.

Entrepreneurship as an attitude towards reality, not waiting for solutions but identifying opportunities where others see only collections of data and exploiting them to produce goods (theories, products, services, laws, institutions).

“In summary, I believe that a person who thinks autonomously, has self-discipline, thinks like a designer, and has an entrepreneurial attitude. Such a person will face the future, whatever it may be. And all these things need to be learned from school.” – says Prof. Dr. Mircea Miclea during the 2023 edition of the conference “Despre Lumea în care trăim“.

Our commitment to transformative education, as advocated by UNESCO – ”For education to be of high quality, it must be transformative.”, motivates us to go beyond traditional teaching and learning in silos. Learning should be meaningful, applied, and connected, in accordance with Professor Miclea’s theory.

We know that learning transfers in rich, transdisciplinary contexts and this is why we value disciplines but we go further and offer students transdisciplinary programmes such as Project Based Learning , STEAM, Learning Outside the Classroom connecting them with the real world.

We look forward to the conference on October 5th, an exceptional opportunity to celebrate World Teachers’ Day.

***

Mircea Miclea is a university professor at the Faculty of Psychology and Education Sciences and a doctoral coordinator at the doctoral school of Applied Cognitive Sciences. Prof. Miclea is a senior psychologist with extensive experience as a practitioner and trainer in psychotherapy. He holds various specialized courses at UBB (e.g., Cognitive-Behavioral Modifications, Cognitive-Behavioral Psychotherapy) and is a trainer for other accredited courses by the College of Psychologists in Romania (e.g., Online Methods for Anxiety Prevention and Psychotherapy).

Mircea Miclea is the director of a private research and development center in the field of psychology, called Cognitrom. Here, he has overseen the development of several innovative computerized psychological assessment and intervention platforms for children, adolescents, and adults, which are used nationally in both public and private institutions. Prof. Miclea is an author and co-author of numerous scientific papers published in national and international journals. He is also a founding member of the scientific journal “Cognition, Brain, Behavior: An Interdisciplinary Journal.” Mircea Miclea previously served as the Minister of Education and Research and has contributed to the development of several national education strategies and reports.

Prof. Dr. Mircea Miclea was awarded the Elisabeth Pilkington Rațiu Mental Health Prize in 2017, in recognition of his “contribution to the intensive development and promotion of research in the field of Psychology, supporting the advancement of knowledge and the training of young researchers and specialists.”

Richard Thomason, the newly appointed Head of Secondary at Avenor, has embraced teaching driven by his deep passion for History. Over the years, his commitment to making a meaningful and broader impact on education determined him to move into management.

He aspires to offer Avenor’s students extensive opportunities for growth and to become a fully engaged member of our community.

 

Hello, Richard. Welcome to Avenor! Tell us a bit about yourself. 

My main interest is travel and exploring different ideas to learn more about the world, so I enjoy experiencing different cultures and seeing the wonderful sights the world has to offer. I also love music and enjoy listening to and playing acoustic folk music. In terms of sports, I love playing tennis and enjoy watching football and boxing. I am a big Liverpool FC fan and have been since I was 3 years old. 

I teach History and studied History and Philosophy at university. I am still very interested in both disciplines and continue to learn more about them. 

Additionally, I really enjoy cooking and trying different foods. On the weekends, I like to go walking and spend time in nature whenever I can as I find it very relaxing.

Why did you pursue a career in education?

Initially, I decided to go into teaching because of my love for History and my desire to share my enthusiasm with the younger generation. I have stayed in education and moved into management to have a broader influence on education. I believe that education is the most vital aspect of human civilization. We need to ensure that our young people receive a holistic education that encompasses important things like workplace skills, concern for the planet, and moral values. On a personal level, I believe that being well-educated enhances one’s experience of life and makes existence more rich and stimulating. I want to work at a school that inspires students to appreciate the world from different angles, be it historically, scientifically, through language, arts, sports, or other areas of endeavor we have here at Avenor. 

I want all students to have ample opportunities to succeed, prosper, and experience the broad spectrum of life.

You have recently moved from Uganda. What are some cultural shocks you have experienced during this transition?I fear the main shock will be the cold winter mornings ! 

So  far, the main hurdle I have encountered is not being able to speak the native language, but I am actively trying to learn Romanian. Voi avea nevoie de ajutor. 🙂

Language aside, I have been very impressed by Bucharest. It is a beautiful city with a lot of character, history, and culture to appreciate. Walking in Bucharest is very stimulating, every corner has a surprise. The past and the present are there in front of you. 

 What about in regards to education?

In terms of education, my previous school in Uganda and Avenor have many things in common, such as their size and curriculum. Both schools offer IGCSE and A-level programs. In Uganda, I worked at an international school, but I also visited and sometimes got involved with less privileged schools that had no funding and very basic buildings, with huge class sizes and a lack of well qualified teachers . This experience made me realize how fortunate I have been to have the opportunities I’ve had, and I believe we should never take the opportunity we have for granted.

 What do you hope to find at Avenor?

I hope to find a community that supports each other and is happy, where all students, staff, and parents feel like they are part of something special. Being part of a caring and warm community is an incredible thing. Avenor is unique in that, while it is an international school, it also has a strong commitment to Romanian culture and heritage. It is a privilege to have the opportunity to join this community. 

What are your long-term goals/aims for the Avenor community?

My goal is to make an already wonderful school even better by providing more opportunities and engagement for students. Avenor is already a huge success, but we can never be complacent and must keep striving for excellence. The reason I wanted to work at Avenor is because I could clearly see the commitment of all the staff to making it the best school in the world. That is our aim!