Continuous provision - Kindergarten, K-Stars & Year 1
Digital Learning
Project-Based Learning - Primary (starting with Year 2/ Grade 1) & Middle School
Service Learning - from Nursery through High School (continued from previous years)
Experiential learning - Middle School & High School
Outdoor and adventure education - Nursery to High School (continued from previous years)
Restorative approaches - Nursery through High School (the school is in the second year of implementation)
Leader in Me - integrated approach
Essential resources for continuous provision include a variety of open-ended materials that promote exploration, creativity, and problem-solving skills. This may include items such as building blocks, art supplies, sensory materials, books, puzzles, and role-play props.
Kindergarten children, Year 1 and K-Stars (the equivalent of Year 1 on the Romanian line) now works under the Continuous Provision Approach, where children have access to various activities throughout the day. The teacher and assistant work with small groups as well as the class group to further learning.
Digital learning begins in year 3/grade 2 when students start with iPads in class to complement their learning, alongside focused computer science lessons in the computer labs. iPads are introduced as a tool to be integrated purposefully within the wider curriculum, ensuring all learners build knowledge and are prepared to adapt to advancements in technology in the future. Throughout upper primary, students will progressively develop fundamental skills related to: research skills, design skills (including image generation and editing), digital safety and citizenship, and AI awareness. This history and foundational understanding of AI, including machine learning and the concept of neural networks, will be explored through dedicated Project-Based Learning (PBL) units, building a progressive understanding of these technologies.
This skill development ensures they will be confident technology users, adept at research and independent learning skills necessary for success in secondary school. As Generative Artificial Intelligence becomes more commonly available to older students (age 16+ in line with Romanian law), further learning will focus on utilising various GenAI platforms, specifically Gemini, enabling them to use AI critically and from an ethically responsible stance, ready for the future.
Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects; they investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
The work is extended over period of time – from a week up to a semester. Students demonstrate their knowledge and skills by creating a public product or presentation for a real audience. As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.
Project Based Learning unleashes a contagious, creative energy among students and teachers.
In TC primary the teachers use the PBL framework to plan their teaching and learning activities for each half-term.
Service-learning is an innovative pedagogy that promotes solidarity activities led by students linked to the curriculum. Knowledge is applied to solving a community’s concrete problems and needs. Service-learning projects contribute to local development, improve the quality of academic learning, develop proper skills to increase employability, and promote values education and responsible citizenship participation all at once.
The key characteristics of a Service Learning project are:
1. A focus on efficiently and effectively addressing needs with a community, and not just for the community.
2. Active student involvement in all stages, from planning to assessment.
3. Intentionally linked to learning content (Curricular learning, reflection, development of skills for citizenship and work, research).
Research has proven the positive impact of these kinds of initiatives on the education of children and youth, showing:
Improvement of academic performance, according to grades and objective assessments;
Higher awareness of ethics and social issues;
The development of prosocial behaviour;
The development of marketable skills;
Increased resilience;
Higher camaraderie within schools;.
Lower rate of truancy, repeated years, and dropout;
The inclusion of students from more vulnerable populations.
"Even though we are children, we feel like adults because it’s a lot of work and it’s basically almost student-led. I learn how to be a leader not only by leading others but also by understanding their needs." (student of Transylvania College, Romania)
Examples of SL best practices from Transylvania College are shared in CLAYSS publications:
Service-Learning local impact projects in Central and Eastern Europe _coauthors: Candelaria Ferrara (CLAYSS) & Simina Bejenaru (TC); general coordination by Luz Mariela Avruj; María Nieves Tapia. Buenos Aires, Ediciones CLAYSS, 2021; ISBN 978-987-4487-24-7 (chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.clayss.org/wp-content/uploads/2023/08/ENG_CEE_Impact.pdf ) and in the
Story of a network weaving experience : Management report on the program for the Promotion of Service Learning in central and Eastern Europe 2016-2022 / Luz Avruj ; Alejandra Batista ; coordinación general de Luz Avruj. - 1a ed. - Ciudad Autónoma de Buenos Aires : CLAYSS, 2022; ISBN 978-987-4487-34-6; libro digital (chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.clayss.org/wp-content/uploads/2023/07/ENG_CEE_network_weaving.pdf )
Experiential learning is the process of learning by doing, connecting theories and knowledge to real-world situations.
By participating in experiential learning, students are engaged in authentic learning experiences that position them as active participants in their learning. They develop the ability to bridge the gap between theory and practice and integrate learning beyond the classroom. Experiential learning can increase student engagement, improve learning effectiveness and enhance work and life skills.
Experiential learning can be good for helping people explore their own strengths when learning new things. The theory addresses how learners can play to their own strengths as well as developing areas in which they are weakest.
During the leadership and personal development classes, TC students have the opportunity to get involve in experiential learning, organize activities outside school, invite specialists in various domains as guest speakers etc.
Outdoor and adventure education is a type of experiential learning that takes place primarily in natural settings and focuses on personal growth, team development, and environmental awareness through physical activity and hands-on experiences. It includes:
Outdoor Education: focused on learning about the natural world and in the natural world (ecology, survival skills, environmental science, and conservation). Common outdoor activities our students benefit of are: hiking, camping, nature observation, orienteering.
Adventure Education: uses physically and mentally challenging activities to promote personal and social development. It focuses on leadership, teamwork, problem-solving, and pushing personal limits, often includes elements of risk and challenge. Common adventure activities we involve our students in: rock climbing, whitewater rafting, high ropes courses, backpacking, skiing.
Core Goals:
Personal growth – building confidence, resilience, and independence.
Social skills – teamwork, communication, and leadership.
Environmental understanding – developing a deeper connection with nature.
Physical health – encouraging physical activity and fitness.
Implemented from Nursery through High School, as we understand that the quality of our relationships directly impacts the learning and how we achieve our full potential. Restorative Approaches (RA) refer to:
the day to day skills involved in pre-empting conflicts and harm. The Restorative Approaches help build and maintain relationships and the community, and they inform on the appropriate way to react and respond when things go wrong
ways to engage and to develop positive relationships and resilient communities, to reduce harm, and de-escalate conflict quickly by problem solving effectively. When relationships are positive, we are less inclined to harm each other, thus reducing the amount of conflict in our school community
constant reflection on what we need from each other in order for us to be our best and express our needs from others in an assertive way
consistent endeavour to actively work with each other to resolve problems and conflicts, so that all the parties involved are able to meet their own needs, not trying to rescue, impose or ignore issues
consistent restorative approaches for preventing harm, for early intervention, and for high level response for more serious harms.
Founded on the belief that everyone has the potential to lead, Leader in Me is a comprehensive PK–12 framework that nurtures student leadership, fosters a culture of trust, and boosts academic success. This proven approach empowers students, educators, and families with essential leadership and life skills, preparing them to excel.
As a Leader in Me school, Transylvania College implements the new paradigms in education:
PARADIGM OF LEADERSHIP _ Everyone Can Be a Leader _ We all have the ability to lead, serve, influence, and make a difference.
PARADIGM OF POTENTIAL _ Everyone Has Genius _ Recognize and celebrate the unique gifts and talents of each student, teacher, parent, and community member.
PARADIGM OF CHANGE _ Change Starts with Me _ Don’t sit back and wait for change. With this paradigm, individuals are proactive and empowered.
PARADIGM OF MOTIVATION _ Empower Students to Lead Their Own Learning _ See the incredible synergy that develops throughout schools, districts, and classrooms when everyone has a voice.
PARADIGM OF EDUCATION _ Educators and Families Partner to Develop the Whole Person _ Schools and districts work with families to guide each child to create their own best life.
The 7 habits are taught in direct lessons and also integrated in subject lessons and extracurricular activities. Students are encouraged to: be proactive, focus on goals/results, prioritize, pursue win/win solutions, understand others, seek synergy and renew your whole person.