In the Romanian schooling system the educational ideal model consists in the free, full and harmonious development of human individuality, creating an autonomous personality, based on a system of values that are necessary for personal fulfillment and growth.
The Romanian Language and Literature discipline aims to build the profile of secondary-school teenagers, helping them to acquire key competences: communication in their mother tongue, cultural awareness and self-expression, to ensure the connection between those concepts acquired throughout the primary learning cycle, and those that will follow in the high school stage.
Communication competence building in the mother tongue (Romanian) is a complex process, involving a series of contents and activities that are determined in accordance with the specifics of student age: searching, collecting, processing information and receiving opinions, ideas, feelings, through a variety of spoken or written messages; expressing information, opinions, ideas, feelings by adapting to the communication situation; taking part in verbal interactions in various contexts, inside or outside the school environment.
Moreover, the study of grammar is a necessary step for any speaker in communicating with others as both transmitter and receiver of messages in a social context. Properly acquired grammatical rules will ensure coherent articulation of thoughts, logical and clear communication, and, more generally, will preserve the language by making it more stable.
At middle school level, English is studied 7 hours a week. At Genesis we comply with the English language curriculum approved by the Ministry of National Education and Scientific Research, and we use textbooks published by international publishing houses and supporting course materials adapted to student levels and ages.
Content Based Learning is the primary method of approaching English language classes, an effective method which consists of introducing new words into a context and not simply memorizing them out of the context. This raises student’s interest and, at the same time, responds to their learning needs, as well as their scientific curiosity.
Another method highly favoured by teachers at Genesis School is the communicative approach to foreign language teaching.
The English Language faculty is made up of highly dedicated teachers who prepare students for real life situations (general English), but also for Cambridge International Exams organised by the Cambridge ESOL University in the UK.
In accordance with the new curriculum, in the secondary-school cycle History is to be taught two hours a week, in grades V and VIII, and one hour in grades VI and VII. Over the first three years, students travel gradually through the past of the world, from Prehistory to the present day, while in grade VIII they learn about Romanian national history.
The approach is an inter-disciplinary one, trying to go beyond the traditional outlook of political and military history, and adding a reinterpretation from the perspective of cultural history. Every lesson blends together elements of ethnology, archeology, sociology, and the history of mentalities.
The purpose of these approaches is to develop critical thinking and the ability to work with historical sources, analyzing and evaluating the motivation of human actions in relation both to the individual and the historical and social contexts.
Geography is a science that relates to both natural and social components of the Earth, its subject matter involving the interaction between humans and their environment. Geography addresses subjects that are specific to “classical” areas (physical geography and human geography), but also the results of interaction between these two areas, namely the interaction of geography with other sciences. The main components of study are: elements, processes, phenomena, structures, systems and interactions. These components are used in different forms and associations, as required by the specificity of the proposed learning topics, competences and contents, as well as student educational capability.
Secondary-school students in grade V learn General Physical Geography, in grade VI Geography of Europe, and in grade VII Geography of the Extra-European Continents, while grade VIII is to focus on the Geography of Romania.
Grade V Geography studies Terra in terms of physical geography elements: the Universe, the solar system, our planet’s geospheres, climate zones, and in terms of human geography: settlement types, population distribution, economic activities. The themes in grade V set out to familiarise students with elements, phenomena and processes that are highly observable (directly or indirectly), and which also are relevant in some way to any student’s everyday life. Since students constantly come into contact with a large amount of information (including information in the geography realm), through mass-media channels, grade V course material aims to organize this information into a coherent and essential structure, able to provide a suggestive picture of the whole planetary system, as well as the concrete elements that are specific to the local environment of children.
Grade VI Geography concerns Europe. The contents include a general approach to the European continent in relation to its positioning on the globe, its specific landscape structure, main rivers and water bodies, and climate types, followed by a brief outline presentation of component regions, and then their details by region and characteristic countries.
Each country is presented in a quite detailed description of its geographical features, starting from its position, neighbors and boundaries, physical and geographical characteristics, populations and habitats, economy and tourist potential.
Here the essential information elements for students are our country’s position within the European continent with its general similarities of geographical features. Romania’s integration into the European Union further valorizes the geographic features of our continent, with direct useful applications in everyday life.
Grade VII focuses on the Geography of Extra-European Continents. Learning geography involves moving from our native continent to those situated outside. Course contents have similar structures (general characteristics of continents, regional differentiation, significant countries). The continents studied are: Asia, Africa, America, Australia, Oceania. The successive enlargement of geographical space by approaching new continents, regions and countries, ensures a better understanding of simultaneity in the emergence of phenomena and events, irrespective of where they appear on the planet. By learning about extra-European continents, students are better able to understand the world in which they operate. Students have the opportunity to locate in space and understand events such as volcanic phenomena, earthquakes, climate phenomena, hazards, as well as socio-economic aspects.
Grade VIII concerns the Geography of Romania. The first part of the course material includes a physico-geographical study of major terrain units (Carpathian Mountains, Subcarpathians, Transylvanian Hilly Depression, Dobrogea Plateau, Romanian Plains, Danube Delta), followed by an economic description of the country with references to population structure, types of settlements, agriculture, industry, tourism.
Religious Education better equips students to acquire and understand the purpose of Man in the world, the depth of virtues and their necessity in life, and they also learn the concept and need of doing good in the world. Religious Education is necessary for contemporary life in society, as it improves and corrects certain moral factors that contribute to the development and shaping of a religious-moral character.
The teaching approach includes religious stories with moral conclusions, epistles that describe fundamental socio-moral meanings, religious maxims transposed into deeds for the purpose of inducing abilities of a religious character: how to adopt a positive attitude towards oneself and others, how to build trust, courage, sensitivity and fairness, seen as an expression of the balance needed in life.
Religious Education honours the soul of children, leading them towards the world of beauty and doing good, and offers models of perfect moral living, behavior norms and rules, and presents and conveys at the same time the entire history of the existence of the human beings.