Secondary School Curriculum

Educational Program at Genesis Middle School – Middle Years

Genesis College has received international authorization for the MYP (Middle Years Programme) for grades 5-10. Thus, Genesis is now part of the large community of global international schools. For more details about the MYP programme and the IB organization visit www.ibo.org.

Genesis College offers a positive and productive learning atmosphere, ensuring the necessary conditions for students to achieve outstanding results, both academic and in arts and sports. Genesis School teaches all of the disciplines provided in the national curriculum developed by the Ministry of National Education, but the approach is a highly modern one, where learning does limit itself to the boundaries of the classroom; it is enriched with a multitude of opportunities and inspiring sources, such as trips, themed visits and learning in various contexts. Lessons focus on active participation by students, using active-participatory methods such as heuristic dialogue, and, in particular, discovery-based and experimental-inquiry learning, thus enhancing student motivation to learn.

One of our key points at Genesis Secondary School is that we pay individual attention to each student, determined by the small number of pupils in a class. Attention and time for each student in the classroom are very important for academic progress, and especially for building a good self-image and self-confidence. The small number of students ensures better classroom management for the teacher, allowing more time for each student, and small-group and individual effort, as well as differentiated work or co-operative learning. Smaller classes help children by providing a more familiar environment, turning into small communities where kids can relate and build lasting friendships

An important aspect proposed by the MYP programme is the development of communication skills by encouraging mother tongues and secondary languages. As such, it promotes intercultural understanding and global engagement, providing students with the opportunity to develop the knowledge, skills and positive attitude they need to manage complex situations and act responsibly in the future.

Genesis College offers a positive and productive learning atmosphere, ensuring the necessary conditions for students to achieve outstanding results, both academic and in arts and sports. Genesis School teaches all of the disciplines provided in the national curriculum developed by the Ministry of National Education, but the approach is a highly modern one, where learning does limit itself to the boundaries of the classroom; it is enriched with a multitude of opportunities and inspiring sources, such as trips, themed visits and learning in various contexts. Lessons focus on active participation by students, using active-participatory methods such as heuristic dialogue, and, in particular, discovery-based and experimental-inquiry learning, thus enhancing student motivation to learn.
One of our key points at Genesis Secondary School is that we pay individual attention to each student, determined by the small number of pupils in a class. Attention and time for each student in the classroom are very important for academic progress, and especially for building a good self-image and self-confidence. The small number of students ensures better classroom management for the teacher, allowing more time for each student, and small-group and individual effort, as well as differentiated work or co-operative learning. Smaller classes help children by providing a more familiar environment, turning into small communities where kids can relate and build lasting friendships.

Service as Action

Service as action is an important part of the MYP Programme. It starts in the classroom and extends beyond it, requiring students to take an active part in the communities in which they live. Students are encouraged to become responsible citizens and to deepen their knowledge and understanding of the world around them, by getting involved in a wide range of activities that are supportive of community life.

Personal Project

The key aspects of the MYP programme are designed to encourage individual research through what is called the Personal Project – required to graduate from the programme in the 10th grade. Additionally, the MYP curriculum is specifically designed to create students who remain open to new opportunities, while promoting local and international values, where students are required to contribute to the improvement of their community. Each student is supported in his or her project by a guiding teacher.

MYP Curriculum

By involving students in as many activities as possible in various areas of interest, Genesis School develops interdisciplinary skills, capitalizes on multiple intelligences and develops emotional intelligence, emphasising practical experiences that motivate students to learn and develop their intellectual and emotional qualities.

During the afternoon, children are engaged in additional training activities that ensure the progress of each pupil or put to good use and highlight academic performance and excellence.

In addition to the Romanian and IB curricula, Genesis provides a rich extracurricular programme aimed at all students, according to their inclinations and passions.

The MYP curriculum includes 8 learning areas:

At Genesis Secondary School students can choose to learn a second foreign language, French or German, two hours a week. In both German and French classes, children discover new things about the culture and civilization of Germany and France, while learning how to speak the language by means of interactive lessons, text readings, games and listening to recordings of native speakers.
Foreign language teachers try to create an atmosphere that stimulates learning, from finding out things about the world to discovering values, as well as finding in themselves interests and inclinations on which to develop their own vision of the world. That is why the topics, course materials, and supporting texts chosen for reading and speaking in foreign languages ​​are meant to challenge kids to think beyond the barriers of classroom time, to discover new things, useful information they can apply to various areas.

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.

During the four years of the secondary-school cycle, students approach various topics in Algebra, Arithmetics and Geometry.
In the realm of Algebra, the study of number sets passes through the systems of natural, integer, rational, irrational and real numbers. This encompasses all forms of number presentation, inclusion relationships, number continuum placement, comparisons, and operations. In addition, concepts are introduced for relations on sets, divisibility on N and Z, equality or inequality on N, Z, Q, R-Q, R.
As a bridging step towards high-school, students learn about linear functions, charts and subgraphic areas. Also in the Algebra framework, statistics concepts are introduced with graphical methods of data representation and probabilities.
In Arithmetics, problem solving involves various methods such as reverse reasoning, graphical representation, comparisons and false assumptions.
Euclidean Geometry study builds all the necessary knowledge to develop skills in working with shapes, forms and quantities obtained by measuring geometric figures and bodies.
Starting from the concept of the geometrical point (“the point is all”), students go on to more complex figures: segment, angle, triangle, quadrilateral, circle, and understand spatial geometry by studying prisms, pyramids and round bodies.
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.

Physics and Chemistry are fundamental sciences, experimental par excellence. They use a relatively small number of basic principles and laws that can be applied to understand the diversity of the real world.
Genesis Secondary School students have the benefit of facilities and equipment that grow and get better year after year, allowing for the development of even more science clubs and teaching activities. Students have the chance to internalise the need to know and understand more of the phenomena that unfold around them. Physics and chemistry knowledge enables the development of young people’s cognitive abilities and the use of acquired skills in investigating and interpreting the surrounding world.
As concerns the scientific interpretation of data and evidence, Genesis students are able to correctly interpret it from a scientific point of view and assess the validity and relevance of the findings. Students can formulate valid explanations of natural phenomena and technological products, as well as the implications of their use for society. Experimental investigation capacity refers to the use of the scientific experiments to understand reality. In order to develop this capacity in students, Genesis School provides a generous framework based on materials and equipment, and also by visits to museums.
All of the work carried out during Science lessons and optional activities has the purpose of developming general and specific competencies that represent the final outcomes in the study of Physics, Chemistry and Biology, contributing to the formation of the secondary-school graduate profile.
The study of Biology contributes to the student’s ability to solve problems and problem-situations in everyday life, to imagine and make useful things for current activities, and to show an interest in leading a healthy lifestyle and preserving a healthy environment.
Biology as a study discipline, through its specificity, is meant to observe and explore the living world as a whole, but also in its components, processes and phenomena. During Biology classes, students are encouraged to develop their knowledge, starting from explorations and investigations of their surroundings and nearby environment, the observable relationships between living things and their environment, and then going on to a deeper understanding of their own place in nature, the consequences of their own behavior on nature’s health. At Genesis, the type of learning promoted within this discipline tries to relate students to their living environment, using means and methods adapted to their age, modern learning tools and teamwork.
The achievement of specific competencies is based on a multitude of connections that the Biology teacher makes in dialogue with students, by involving them in multiple observation, application and experimental activities.
Thus, students build their ability to integrate new information into their own explanatory models, to apply acquired knowledge to solving simple problems in everyday life, to find solutions to new problems, to develop their logical thinking, and to express their creativity and originality.
The learning contents represent information means aimed at achieving needed competencies. These are grouped into the following key areas:
  • Life forms in their living environment
  • The basic functions of life forms
  • General notions of human heredity and variability
  • Evolutionism
  • Human health and the environment health
Arts, both visual and musical or theatrical, occupy an important place in the education we offer to the students of Genesis Secondary School.
Nowadays, music floats in the air we breathe anywhere we go: in malls, in the car, at restaurants, at home. The only problem being that, most of the time, music is chosen by someone else, not by us. As a result, musical taste is “formed” by what we hear around us. Starting from this factual reality, Music is awarded an important place in building this “taste” for good-quality music.
Music classes are prepared to give children the opportunity to be exposed to a wide range of high-quality music works (classical music and jazz music, but also contemporary music), and through the exercices and tools they use, they even have the opportunity to experience music in a new and original manner, but also to understand it in a way that is as direct and engaging as possible, using elements of interactive music teaching.
It is very important to get closer to music, including by attending concerts and other music performance shows at the Opera, Operetta, Philharmonic Hall, Radio Concert Hall, so we offer our students recommendations and the chance to gain direct experience of listening to good music.
There is also a parallel music programme that lets students choose to intensively study a musical instrument (piano, guitar, flute) or singing, but also a school chorus, where they can develop their musical skills in an appropriate and attractive environment, by feeling the joy of expressing themselves through sound. Thus, the taste for good music gradually develops by way of direct experimentation.
The performing arts are complemented by dance classes, which are carefully designed to provide every child with real benefits in many directions, regardless of their ages. Dance is an activity that helps children increase their muscular tone and flexibility, and gain better balance and co-ordination. In time, they learn to hold a correct posture of the body, especially of the back and spine, and get used to think of movement and physical activity as a pleasant thing. Children feel more confident and learn to master their emotions. Learning to dance involves concentration, attention, but also training one’s memory to retain the correct alignment of the steps.
The Arts Department implements inter-disciplinary programmes, including the study of great painters and their works, but also that of cultural heritage, with an emphasis on the forms of valorisation and protection. Art courses stimulate children’s imagination and creativity through artistic means and intuitive thinking. To understand the potential and the advantage of creative thinking in personal and social life, students experiment with various activities and games, the use of various conventional or recycled materials, to create new structures and compositions reflecting their thinking process and their personality. This gives students the opportunity to discover and experience techniques and methods of artistic expression through painting.
We believe that, when properly done, physical education stimulates pupils to fully take part, and develop lifetime feelings of admiration and attraction for physical activity, sports and physical exercice.
We believe this is possible with proper training and practice, good scientific information and the motivation to develop long-term physical abilities. All students have the opportunity to reach their potential in a sport or other physical activity.
The sports programme at Genesis helps students learn about themselves and about the importance of a healthy lifestyle, and also increases their self-esteem, teaching them to value fair play and respect. It also contributes to the development of a whole range of important cognitive skills, such as decision-making and analysis, as well as social skills such as teamwork and communication.
Our school is consistently working to increase student involvement and raise standards and performance in sports throughout, and to that end we are using a variety of proposed activities, improving the logistics required for their practice, developing professional staff and increasing the time spent by students doing physical activities. Students have two hours of physical education each week to cover the curriculum requirements. To these we add the sports clubs in the alternative activity programme (volleyball, handball, football, as well as Aiki-budo training courses), to develop their physical and mental strength, intelligence and speed of reaction.
During the secondary school cycle, all children are initiated and participate in activities such as dance, football, volleyball, handball, basketball, all of them contributing to the development of general skills such as:
  • The use of specialized language in communication relations.
  • The use of information, methods and means that are specific to physical education and sports, in order to optimise the health condition of an individual, and well-fitted physical development.
  • The use of knowledge, methods and means that are specific to physical education and sports, to develop motor skills.
  • Applying the specific system of rules of physical education and sports activities, and adopting appropriate behavior in interpersonal and group relationships.
  • The effective use of body language to expressi and understand ideas, emotional states and beauty.
Equally important, we aspire to inculcate certain values ​​and attitudes:
  • Interest in a richer speech and specific terminology knowledge.
  • Willingness to co-operate with teachers and classmates or teammates.
  • Sustained interest in developing one’s own mobility, resilience and capacity for movement.
  • Respect for the rules imposed by the organization and conduct of physical education and sports activities.
  • Informed choice for a healthy and well-balanced lifestyle, based on adopting an active way of life that combines physical effort with intellectual work, straining with restoration of energy, time spent working with leisure time and relaxation.
  • Willingness to learn how to independently do exercice.
  • Competitive and fair-play spirit.
  • Sustained interest in sports and related activities and events.
  • Aesthetic sense, openness towards beauty.
All secondary-school students are required to wear appropriate sports outfits and footwear. For health and safety reasons, students are not allowed to wear bulky jewellry during sports class. For a student to be exempted from physical education activities, the family must first provide a medical document in that respect.
Children are encouraged throughout the day to do as much physical activity as possible. This includes outdoor games at every break, especially during lunch breaks, sports projects and competitions and so on.
One of the main schooling directions at Genesis is the IT area. The computer courses offered for children are enriched with interactive activities and lessons, but also with inter-disciplinary, technology-based projects. Computer science or Informatics classes use the most up-to-date software, interdisciplinary structured and supported by a team of young IT teachers and ready to keep up with the growing interest of children in this field.
Technological Education has as main objective the completion of students’ general culture and body of knowledge, with its inter-disciplinary but also practical-applicative character.
Technological Education classes provide better chances for good academic orientation, owing to the knowledge of technical and practical fields, and practical skills for using simple devices and tools from the studied fields. During these classes, students are helped to acquire a positive attitude towards the protection and preservation of the natural environment, as well as the development of their entrepreneurial skills and spirit of initiative.