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National curriculum for upper secondary schools

Passed 06.01.2011 No. 2
RT I, 14.01.2011, 2
Entry into force 17.01.2011

Amended by the following legal instruments (show)

This regulation is established on the basis of subsection 2 of § 15 and subsections 1 and 4 of § 100¹² of the Basic Schools and Upper Secondary Schools Act.
[RT I, 06.05.2020, 51 – entry into force 09.05.2020]

Chapter 1 GENERAL PROVISIONS 

§ 1.  Scope of application and structure of regulation

 (1) The national curriculum for upper secondary schools establishes the national standard for general secondary education. The learning outcomes achieved upon graduation from upper secondary school are in accordance with the general requirements described at level 4 of the Estonian Qualifications Framework.
[RT I, 20.09.2011, 1 – entry into force 23.09.2011]

 (2) The national curriculum for upper secondary schools (hereinafter national curriculum) is implemented in all upper secondary schools in the Republic of Estonia, regardless of the school’s legal status, unless otherwise provided by legislation.

 (3) The national curriculum consists of a general part and appendices. The appendices set forth subject field syllabuses, subject-field-specific optional course syllabuses, cross-subject-field optional course syllabuses and syllabuses of leading topics of the curriculum.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (4) A subject field syllabus describes the general principles of the implementation of the subject field and the learning outcomes of compulsory subjects in the subject field, in general, by course.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (5) Subject fields and compulsory subjects are as follows:
 1) language and literature: Estonian (Russian or another language in a class where studies are pursued in part in another language and Estonian is studied as a second language according to the school curriculum), literature, Estonian as a second language (appendix 1);
 2) physical education: physical education (appendix 2);
 3) art subjects: music, art (appendix 3);
 4) natural science subjects: biology, geography, physics, chemistry (appendix 4);
 5) mathematics: mathematics (appendix 5);
 6) social subjects: history, civics and citizenship education, human studies (appendix 6);
 7) foreign languages; foreign language at B2 language proficiency level, foreign language at B1 language proficiency level (appendix 7). [RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (6) Subject-field-specific optional courses are set forth in appendix 8. [RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (7) The following syllabuses of optional subjects are set forth in appendices 9–14:
 1) informatics (appendix 9);
 2) career education (appendix 10);
 3) economics and business administration (appendix 11);
 4) national defence studies (appendix 12), which is taught only according to the syllabus specified in the national curriculum;
 5) religious studies (appendix 13), which is taught only according to the syllabus specified in the national curriculum;
 6) bases of inquiry (appendix 14).
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (8) The syllabuses of cross-subject-field optional courses are set forth in appendix 15. [RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (9) The objectives expected outcomes and treatments of leading topics of the curriculum are set forth in appendix 16. [RT I, 08.03.2023, 1 – entry into force 11.03.2023]

Chapter 2 GENERAL PART 

Subchapter 1 Fundamental values of general secondary education 

§ 2.  Fundamental values of general secondary education

 (1) General secondary education supports to an equal extent the mental, physical, ethical, social and emotional development of students as well as the fulfilment of their educational needs according to their individual characteristics and interests. Upper secondary schools create opportunities for the maximum development of the abilities of each student, taking into consideration the student’s preferences, for their creative self-realisation, the materialisation of their research-based worldview and the attainment of emotional, social and moral maturity.

 (2) Upper secondary schools continue the value education that was provided in basic school, shaping, above all, the values and attitudes that form the basis of a happy personal life and successful interaction with society. Importance is placed on values that contribute to the development of society’s human resources and the national economy.

 (3) The values considered important in the national curriculum arise from the ethical principles specified in the Constitution of the Republic of Estonia, the Universal Declaration of Human Rights, the Convention on the Rights of the Child and the basic documents of the European Union. General human values (honesty, compassion, respect for life, justice, human dignity, respect for self and others) and social values (liberty, democracy, respect for mother tongue and culture, patriotism, cultural diversity, tolerance, environmental sustainability, rule of law, solidarity, responsibility and gender equality) are enshrined as fundamental values.

 (4) General secondary education is a continuation of basic education in socialising the new generation, which is based on the traditions of Estonian culture, common European values and achievements of world culture and research. Intellectually, socially, emotionally, morally and physically mature people who have acquired general education ensure the sustainable social, cultural, economic and ecologic development of Estonian society.

Subchapter 2 Teaching and educational goals 

§ 3.  Setting of goals for upper secondary schools

 (1) Upper secondary schools have both educating as well as edifying functions. The function of upper secondary schools is to prepare young people to act as creative, versatile, socially mature and trustworthy personalities who are conscious of their goals and objectives and able to attain them in various fields of life: as partners in their personal life, carriers and upholders of culture, in various occupations and roles in the labour market, and as citizens responsible for the sustainability of society and the natural environment.

 (2) The main aspiration of teaching and educating in upper secondary schools is that students find a field of activity that interests them and corresponds to their abilities in order to continue their studies in the field. The function of upper secondary schools is to create conditions where students acquire the knowledge, skills and values that allow for continuing their studies in a higher education institution or vocational school without any impediments.
[RT I, 28.08.2013, 1 – entry into force 01.09.2013]

 (3) The following are priorities for fulfilling these functions and achieving these objectives:
 1) independence of students, shaping their worldview and readiness to cope in life;
 2) developing adequate self-esteem;
 3) developing independent learning and co-operation skills;
 4) introducing and assessing further education choices;
 5) developing civic skills, activity and responsibility.

 (4) The acquisition and development of knowledge, values and practical skills is the combined result of the school’s entire teaching and education process, the co-operation between home and school and the student’s immediate living environment.

 (5) Estonian schools have the responsibility to safeguard and develop the Estonian nation, language and culture, therefore, particular attention is paid to teaching Estonian in the teaching and education activities of upper secondary schools.

§ 4.  Competencies

 (1) For the purposes of the national curriculum, competency is the set of knowledge, skills and attitudes that ensure the ability to operate creatively, entrepreneurially, flexibly and effectively in a particular area or field of activity and which is important in developing as a person and citizen. Competencies can be divided into general competencies and field-related competencies.

 (2) General competencies are cross-curricular and cross-disciplinary competencies. General competencies are developed through learning outcomes pursued in all subjects, as well as through the treatment of transversal subjects in lessons, extracurricular and out-of-school activities. The development of general competencies is supported and guided by teachers in mutual co-operation as well as in co-operation between the school, home and community. The development of competencies is described in the school curriculum.

 (3) The general competencies developed in students are:
 1) cultural and value competence – the ability to evaluate human relations and activities from the standpoint of generally accepted moral norms and ethics; to sense, analyse and value one’s ties with other people, the society, nature, the cultural heritage of one’s own country and nation and those of others as well as the events of contemporary culture; to value art and creation and shape a sense of aesthetics; to value general human and societal values, to value human, cultural and natural diversity; to acknowledge one’s values and take them into consideration when making decisions; to be tolerant and co-operative and contribute to the achievement of joint objectives;
 2) social and citizenship competence – the ability to become self-actualised; to function as an active, aware, helpful and responsible citizen and support the democratic development of society as well as the national independence of Estonia; to know and follow values and moral standards in society; to respect the rules of different environments, including communication environments, and societal diversity, human rights, the distinctiveness of religions and nations; to co-operate with other people in different situations; to accept differences in people and their values and to take them into account in communication; the ability to understand global problems, take co-responsibility for solving them; to value and follow the principles of sustainable development; to feel like a member of society capable of dialogue in the context of Estonia, Europe and the whole world;
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]
 3) self-determination competence – the ability to understand and evaluate one’s weaknesses and strengths in an adequate manner, to consider one’s abilities and options; to analyse one’s behaviour in different situations; to behave safely and adhere to healthy lifestyles; to solve problems related to one’s mental and physical health; to behave in an independent manner in human relationships; to acquire information about options for continuing one’s education and finding work, to plan one’s career;
 4) learning competence – the ability to organise the learning environment individually and in a group, and to procure the information needed for learning, hobbies, health behaviour and career choices; to find suitable sources of information and supervisors and use their help in studying; to plan studies and follow this plan; to use different learning strategies and learning outcomes in different situations and for solving problems; to associate acquired knowledge with what has been learned before; to analyse one’s knowledge and skills, motivation and self-confidence and, on that basis, opportunities for further education;
 5) communicative competence – the ability to clearly, appropriately and politely express oneself in both one’s mother tongue and in at least two foreign languages at the level of an independent language user, taking into account situations and understanding partners in communication and the safety of communication; to introduce oneself, present and justify one’s positions; to read, distinguish between and understand informative, non-literary and literary texts; to produce different types of texts using appropriate referencing, linguistic devices and suitable style; to value correct use of language, to use correct and expressive language and style of communication based on mutual agreement;
 6) mathematics, natural sciences and technology competence – the ability to use the language, symbols and methods characteristic of mathematics and natural sciences when solving different problems in school and everyday life; to understand the importance of natural sciences and technology and their impact on everyday life, nature and the society; to understand the limitations and risks associated with science and technology; to make evidence-based decisions in different fields of life; to use new technologies creatively and innovatively;
 7) entrepreneurship competence – the ability to create and implement ideas using the acquired knowledge and skills in different areas of life and activity; to see problems and the opportunities that lie within them, to contribute to solving problems; to set goals, make short-term and long-term plans, introduce and execute them; to organise joint activities and take part in them, to show initiative and take responsibility for the results; to react creatively, innovatively and flexibility to changes; to take judicious risks; to think critically and creatively; to develop and value one’s own and others’ ideas; to apply financial literacy knowledge;
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]
 8) digital competence – the ability to use changing digital technology to cope in a rapidly changing society, both in learning, acting as a citizen and communicating in communities; to use digital means for finding and storing information and to evaluate the relevance and reliability of the information; to participate in creating digital content; including the creation and use of texts, images, multimedia; to use suitable digital tools and methods for solving problems, to communicate and co-operate in different digital environments; to be aware of the dangers of the digital environment and know how to protect one’s privacy, personal data and digital identity; to follow the same moral and value principles as in everyday life.

 (4) Subjects with similar objectives and teaching content form a subject field. Subject fields are as follows:
 1) language and literature;
 2) physical education;
 3) art subjects;
 4) natural science;
 5) mathematics;
 6) social subjects;
 7) foreign languages.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (5) The main objective of teaching the subjects in a subject field is to develop the corresponding field-related competencies. The learning outcomes set forth in subject syllabuses, integration with subjects in other subject fields and extracurricular and out-of-school activities support the development of field-related competencies as well as the achievement of the knowledge, skills and attitudes required by the end of upper secondary school. Descriptive feedback on the achievement of value attitudes is provided to students in the manner determined by the school.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

§ 5.  Competencies in upper secondary school

  [Repealed RT I, 29.08.2014, 18 – entry into force 01.09.2014]

Subchapter 3 Concept of Learning and the Learning Environment 

§ 6.  Concept of learning

 (1) For the purposes of the national curriculum for upper secondary schools, learning means an active and goal-oriented activity on the part of a student aimed at making sense of and interpreting perceivable information in combination with other students, teachers, parents and the broader living environment, relying on already existing structures of knowledge.

 (2) Occupying a central place in learning is the process whereby students actively construct knowledge. For this purpose, the teaching and education activities of an upper secondary school must create a learning environment that promotes independent study, including the development of necessary learning skills. Teaching and education activities should allow students to set their own goals, learn to work independently and collectively, and give the students an opportunity to experiment with different working methods to find the learning style most suitable to them.

§ 7.  Learning environment

 (1) The learning environment means the combination of the mental, social and physical environment surrounding students in which students develop and learn.

 (2) Upper secondary schools organise studies that protect and promote the mental and physical health of students. The academic workload must conform to the student’s energy resources.

 (3) The entire school community takes part in developing the social and mental environment. The learning environment supports the development of students into independent and active learners, promotes the fundamental values of the curriculum and the spirit of the school, and preserves and develops local and school community traditions.

 (4) In developing the social and mental environment:
 1) relations that are based on mutual respect and consideration of each other’s viewpoints and that respect agreements are established between students, parents, teachers, school management and other participants involved in teaching and education;
 2) all students are treated without prejudice, fairly and equally, respecting their dignity and individuality;
[RT I, 29.08.2014, 18 – entry into force 01.09.2014]
 3) decision-making authority and responsibilities are appropriately and clearly shared;
 4) the efforts and academic success of all students are noticed and recognised; stigmatising students and reducing their self-confidence are avoided;
 5) violence and bullying among students are prevented;
 6) there is an openness to free exchange of opinions, including criticism;
 7) opportunities are created for students to show initiative, take part in decision-making and act both alone and with peers;
 8) an atmosphere is created that is characterised by willingness to help and the provision of mutual support in the case of learning difficulties and personal challenges;
 9) an atmosphere founded on mutual trust, friendliness, tolerance and good faith is created;
 10) school life is organised as a model of a society that respects human rights and democracy, is characterised by shared and constant fundamental values in the school community and support for good ideas and positive innovations;
 11) school life is organised on the basis the principles of equal treatment on ethnic, racial, gender and other grounds as well as gender equality objectives.
[RT I, 29.08.2014, 18 – entry into force 01.09.2014]

 (5) In developing the physical environment, upper secondary schools must ensure that:
 1) the furnishings and design of the structures and premises used are appropriate for studies;
 2) computers with internet access and presentation equipment can be used in studies and that students have the opportunity to use the library;
 3) the furnishings of the structures and premises used are safe and meet health and safety requirements;
 4) the rooms, equipment and learning materials have an aesthetic appearance;
 5) learning materials that are age-appropriate and adaptable to individual needs are used, including teaching and learning materials based on modern information and communications technologies;
 6) there are opportunities for promoting physical education and healthy lifestyles both in and outside of lessons.

 (6) Studies may also be organised outside the school premises (including in the schoolyard, nature, museums, archives, environmental education centres, companies and institutions) and in virtual study environments.

Subchapter 4 Organisation of Studies 

§ 8.  Subject fields and subjects

  [Repealed RT I, 08.03.2023, 1 – entry into force 11.03.2023]

§ 9.  Compulsory courses of subjects

  [Repealed RT I, 08.03.2023, 1 – entry into force 11.03.2023]

§ 10.  Leading topics of the curriculum

  [RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (1) Leading topics of the curriculum are a means of integrating general and field-related competencies, subjects and subject fields, and are taken into account in developing the school environment. Leading topics of the curriculum are cross-curricular, relevant to society and allow the creation of an understanding of the development of society as a whole, supporting students’ ability to apply their knowledge to different situations.

 (2) The study of leading topics of the curriculum is realised, above all, in the following:
 1) the organisation of the learning environment – the content and aims of the leading topics of the curriculum are taken into account in developing the school’s mental, social and physical learning environment;
 2) subject teaching – based on the leading topics of the curriculum, suitable treatments of subjects, examples and methods are introduced into the teaching of subjects, cross-curricular, inter-class and school-wide projects are carried out jointly. The role of subjects in the study of leading topics of the curriculum varies based on the aims and content of the subject, depending on how closely the subject field is related to the leading topic of the curriculum;
 3) the selection of optional courses – optional courses support the aims of leading topics of the curriculum;
 4) creative work based on the leading topics of the curriculum or integrating subjects – students can use the leading topic of the curriculum as a basis for their choice of creative work carried out either independently or as group work;
 5) organising, where possible, extracurricular study activities and hobby groups in co-operation with the owner of the school, local institutions and enterprises, other educational and cultural institutions and civic associations, and participating in regional, national and international projects.

 (3) Compulsory leading topics of the curriculum are:
 1) lifelong learning and career planning – the aim is for the student to develop into a person who is prepared to learn throughout their life, perform different roles in changing learning, living and working environments and shape their life through conscious decisions, including making appropriate educational and professional choices;
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]
 2) environment and sustainable development – the aim is for the student to become a socially active, responsible and environmentally conscious person who preserves and protects the environment and, by valuing sustainability, is prepared to find solutions to issues pertaining to the environment and human development;
 3) civic initiative and enterprise – the aim is for the student to become an active and responsible member of the community and society who understands the principles and mechanisms of the functioning of society and the importance of civic initiative, feels like a member of society and draws on the country’s cultural traditions and development directions in their activities;
 4) cultural identity – the aim is for the student to develop into a culturally aware person who understands the role of culture in shaping people’s thinking and behaviour and who knows how cultures have changed over history, who has acquired an understanding of the diversity of cultures and the particularities of lifestyles determined by culture and who values their own culture and cultural diversity and is culturally tolerant and co-operative;
 5) information environment and media use – the aim is for the student to develop into an informed and analytical person who adequately perceives and is aware of the surrounding information environment, is able to critically analyse and use the content and sources of the world of media, who respects intellectual property, is able to create quality media content, considering their objectives and socially accepted communication norms, and acts safely and responsibly in the surrounding information environment;
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]
 6) technology and innovation – the aim is for the student to develop into an innovative and purposeful user of modern technologies who can cope with the rapidly changing technological living, learning and working environment;
 7) health and safety – the aim is for the student to develop into a mentally, emotionally, socially and physically healthy member of society who is capable of following a healthy lifestyle, act in a safe manner and participate in developing a health-promoting environment;
 8) values and morals – the aim is for the student to develop into a morally mature person who is aware of generally recognised values and moral principles in society, follows them in school and outside school, who does not remain indifferent when they are flouted and intervenes within their means when necessary.

 (4) The descriptions of leading topics of the curriculum are set forth in appendix 16.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

§ 11.  Bases for organisation of studies

 (1) The academic workload in an upper secondary school is 96 courses (72 in the non-stationary studies), with one course corresponding to 35 lessons. Academic workload may be increased in accordance with the procedure established by the curriculum of the school, taking into account the student’s wishes and development needs.

 (2) The academic workload of students comprises the compulsory courses defined in subject field syllabuses and the optional courses provided by the school curriculum. Academic workload includes the compulsory courses defined in subject field syllabuses as follows:
 1) language and literature: 11 courses or 14 to 20 courses in a class where, according to the school curriculum, studies are pursued in part in another language and/or Estonian is learned as a second language;
 2) physical education: 5 courses;
 3) art subjects: 5 courses;
 4) natural science: 15 courses;
 5) mathematics: 8 courses (narrow mathematics) or 14 courses (extensive mathematics);
 6) social subjects: 9 courses;
 7) foreign languages; 10 courses.

 (3) In a school or class where studies are pursued in part, but amounting to no more than 40% of the workload, in another language, the school ensures with its curriculum the teaching of Estonian literature, Estonian history, civics and citizenship education, music and geography in the Estonian language, with foreign language studies considered part of studies in another language.

 (4) Compulsory courses in all subject fields specified in subsection 2 are part of the student’s academic workload, taking into account the possibility of choosing between narrow and extensive mathematics and exceptions in the case where, in accordance with the school curriculum, Estonian is studied as a second language.

 (5) Students’ academic workload includes the optional course ‘National defence’ of the optional subject of national defence studies specified in appendix 12 of this Regulation as well as a student investigation paper or practical work as an optional course, the volume of which is set out in the school curriculum, but which may not be less than 35 lessons.

 (6) Upper secondary schools must allow students to take optional courses in all of the subject fields listed in subsection 5 of § 1 and optional subjects listed in subsection 7 of § 1. In the subject field of mathematics, there is no obligation to provide optional courses if the upper secondary school provides extensive mathematics studies to the extent of 14 courses.

 (7) In addition to that referred to in subsection 6, upper secondary schools must also provide optional courses which take into account the unique characteristics of the school and regional characteristics. These optional courses may include both the optional courses described in the national curriculum as well as the optional courses arising from the school curriculum. The teaching of these optional courses must be organised if there are at least 12 applicants.

 (8) The organisation of teaching and education is laid down in the school curriculum. Upper secondary schools may plan and implement teaching and learning in co-operation with other schools and organisations, including through the use of Estonian and international networks and information technology solutions.

 (9) For the purpose of using integrated subject and language teaching, carrying out vocational training and taking into account the regional characteristics or the unique characteristics of the school, the courses of a subject may be linked to one another (including compulsory and optional courses); upon the consent of the school’s board of trustees, the list of compulsory subjects and leading topics of the curriculum specified by the national curriculum may be amended and the arrangement of teaching time may be changed. In both cases, the achievement of the learning outcomes set forth in the national curriculum must be ensured. The school curriculum describes the integration with the requirements of the national curriculum.

 (10) In upper secondary schools providing vocational training in music and dance, speciality courses may, with the consent of the school’s board of trustees, be taught instead of courses in the subject fields of art and physical education without seeking the attainment of the learning outcomes set out in the national curriculum in these subject fields.

 (11) The curricula of state schools and schools with the owner of which the state has concluded an agreement to create opportunities for students with specific special educational needs to acquire general secondary education may be drawn up without taking into consideration the obligation laid down in subsection 4 to offer students the opportunity to choose between narrow and extensive mathematics. The curricula of state schools, basic schools and upper secondary schools that operate as a single institution and where only non-stationary studies are pursued and a school with the owner of which the state has concluded an agreement to create opportunities for students with specific special educational needs to acquire general secondary education may be drawn up without taking into consideration the course load requirements for optional courses laid down in subsections 5 to 7.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

§ 12.  Notification and counselling of students

 (1) Upper secondary schools must provide students with the opportunity to receive information and advice on the organisation of studies.

 (2) Upper secondary schools must provide information to students on opportunities for further studies and general labour market trends as well as ensure the availability and systematic, needs-based organisation of career services (career studies, information and counselling).
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

§ 13.  Talented students and students with special educational needs

  [RT I, 14.02.2018, 1 – entry into force 17.02.2018]

 (1) Upper secondary schools organise the mentoring of talented students.

 (2) To support the student’s individual development, the school may, in agreement with the student or, where the student has limited active legal capacity, a parent, recognise the student’s prior learning and work experience and change or adjust the contents, organisation and environment of study. Where the changes or adjustments substantially increase or decrease the weekly workload or intensity of studies in comparison with the national or school curriculum, an individual curriculum must be drawn up to implement the changes.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (3) Where the individual curriculum drawn up for a student with special educational needs lays down reduction or replacement of the learning outcomes provided for in the national curriculum or the release from learning a compulsory subject, the individual curriculum may be implemented on the basis of a recommendation of an external advisory team.
[RT I, 14.02.2018, 1 – entry into force 17.02.2018]

 (4) An individual curriculum is drawn up for students studying at home for health reasons and their academic load may be reduced by up to eight courses for each academic year spent studying at home.

§ 14.  Exceptions applicable to non-stationary studies

 (1) Non-stationary studies are studies aimed at adult learners, whereby independent learning has a larger share besides lessons in comparison with stationary studies. As a result, in order to complete one course, less than 35 lessons may be used for instructed studies. The arrangement of teaching time is determined in the school curriculum or in the individual curriculum, without the need to consider the requirements for the arrangement of teaching time laid down in §§ 9 and 11, but it must enable the achievement of learning outcomes in at least the compulsory courses specified in this regulation, for a total of at least 72 courses.

 (2) In non-stationary studies, physical education is not one of the compulsory subjects.

Subchapter 5 Assessment and Graduation from Upper Secondary School 

§ 15.  Assessment

 (1) The purpose of assessment is to:
 1) support the development of students;
 2) give feedback on the academic achievement of students;
 3) encourage and guide students to study with purpose;
 4) guide the development of the self-esteem of students and to guide and support students in making their further education choices;
 5) guide the activities of teachers in supporting learning and individual development;
 6) provide a basis for the transfer of students to the next class and for making a decision to graduate from school.

 (2) Assessment is the systematic gathering of information about the student’s development, the analysis of this information and the provision of feedback. Assessment is the basis for further planning of studies. Various methods, assessment tools and methods are used in assessment. Assessment is an integral part of teaching and learning.

 (3) Students have the right to receive information on the organisation of assessment and the grades and assessments they have received. Students have the right to know which grade or assessment forms the basis for final grades. The organisation of assessment and the procedure for notification of students and parents of grades and assessments is laid down in the school’s rules of procedure and the procedure for challenging grades and assessments is laid down in the school curriculum.

 (4) Requirements for student behaviour are laid down in the rules of procedure of the upper secondary school.

§ 16.  Formative assessment

 (1) Formative assessment means the assessment taking place during studies in the course of which the student’s knowledge, skills, attitudes, values and behaviour are analysed, feedback is provided on the student’s previous results and shortcomings, the student is encouraged and guided in further studies, and future objectives and learning pathways are planned. Formative assessment focuses primarily on comparing the student’s development with their previous achievements. Feedback describes the student’s strengths and weaknesses in a timely manner and as accurately as possible and includes proposals for further activities to support the student’s development.

 (2) In the course of a lesson, the student mainly receives oral or written verbal feedback on the attainment of learning outcomes in the subject, the development of general competencies and the knowledge, skills and attitudes required by the end of upper secondary school as well as on studies regarding leading topics of the curriculum. The teachers and other persons working in the field of teaching and education provide feedback to students throughout the school day to support the formation of the student’s behaviour, attitudes and values. The school responds to cases that go against generally accepted values and good practice.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (3) Students are involved in self- and peer-assessment to develop their ability to set goals, analyse their learning and behaviour on the basis of these goals and increase their learning motivation.

 (4) The portfolio may be used as a tool for formative assessment. The portfolio, as a diary of learning, contains both student work as well as analysis and feedback on the work. The portfolio may be subject- or field-based, on leading topics of the curriculum or on general competencies.

§ 17.  Assessment of knowledge and skills as the basis for final grades

 (1) Students’ knowledge and skills are compared with the expected learning outcomes set out in the curriculum that forms the basis for studies. Subject-related knowledge and skills can be assessed both in the course of studies or at the end of the study topic. The results of assessment of subject-related knowledge and skills can be expressed either as numerical grades on a five-point scale or as numerical grades corresponding to the school’s internal grading system.

 (2) Upon assessment on a five-point scale:
 1) the grade ‘5’ or ‘very good’ is awarded for the achievement of the learning outcomes for the period or topic in question if the achieved learning outcomes fully meet and exceed the required learning outcomes that form the basis of the student’s study;
 2) the grade ‘4’ or ‘good’ is awarded for the achievement of the learning outcomes for the period or topic in question if the achieved learning outcomes generally meet the required learning outcomes that form the basis of the student’s study;
 3) the grade ‘3’ or ‘satisfactory’ is awarded for the achievement of the learning outcomes for the period or topic in question if the achieved learning outcomes generally meet the required learning outcomes that form the basis of the student’s study but there are deficiencies and errors;
 4) the grade ‘2’ or ‘poor’ is awarded for the achievement of the learning outcomes for the period or topic in question if there are substantial deficiencies in the achieved learning outcomes;
 5) the grade ‘1’ or ‘weak ’is awarded for the achievement of the learning outcomes for the period or topic in question if there are substantial deficiencies in the achieved learning outcomes and there is no progress.

 (3) Written work assessed using the five-point scale must be drawn up and assessed according to the principle that if the five-point scale is used and the teacher has not stated otherwise, the work is compiled such that the student who has achieved 90–100% of the maximum number of possible points is awarded the grade ‘5’, grade ‘4’ for 75–89%, grade ‘3’ for 50–74%, grade ‘2’ for 20–49%, and grade ‘1’ for 0–19%.

 (4) If the use of unauthorised assistance or copying is discovered during assessment, the corresponding written or practical work, oral answer (presentation), practical activity or outcome thereof may be graded as ‘weak’ if so provided for in the school curriculum.

 (5) If a written or practical work, oral answer (presentation), practical activity or outcome thereof is assessed with the grade ‘poor’ or ‘weak’ or the grade was not given, the student is given the opportunity to re-take the test. The procedure for re-taking tests is laid down in the school curriculum.

§ 18.  Final grades and graduation from upper secondary school

 (1) The student’s learning outcomes in subjects are generally assessed in summarised manner with course grades expressed on a five-point scale and on the basis of the course grades with grades for the school stage, expressed on a give-point scale. The school may use an assessment system different from the five-point scale. The assessment system used and the principles for converting the grades to the five-point scale are laid down in the school curriculum. Where a student leaves school, the student’s final grades and the grades received in current courses are converted to a five-point scale. The school may use the assessments ‘pass’ and ‘fail’ for optional courses, however, these assessments are not converted to the five-point scale.
[RT I, 20.09.2011, 1 – entry into force 23.09.2011]

 (2) Final assessment also means the certification of knowledge and skills in the case where the school, in accordance with subsection 4 of § 17 of the Basic Schools and Upper Secondary Schools Act, considers studies or activities falling outside the school’s curriculum as part of the teaching carried out by the school.

 (3) Upper secondary school graduation certificates are issued to students:
 1) whose grades for the school stage are at least satisfactory, or in the case of optional courses, satisfactory or passed;
 2) who passed the state examinations in the Estonian language or, on the conditions provided for in subsection 4, in Estonian as a second language, mathematics and a foreign language, corresponding to the required study load in the subject;
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]
 3) who passed a school examination of the upper secondary school with at least a satisfactory result;
[RT I, 28.08.2013, 1 – entry into force 01.09.2013]
 4) who completed a student investigation paper or practical work during upper secondary school, except in the event of graduation from school as an external student.

 (4) Students who have studied Estonian as a second language in an upper secondary school, students who have graduated from basic school in a school or class with Russian or another language of instruction and who have begun studying in an upper secondary school or upper secondary school class where the language of instruction is Estonian, and students who are from an upper secondary school or upper secondary class with Russian or another language of instruction and have started studying in an upper secondary school or upper secondary school class where the language of instruction is Estonian, may choose to take either the state examination in Estonian or Estonian as a second language.
[RT I, 20.09.2011, 1 – entry into force 23.09.2011]

 (5) An external student is considered to have graduated from upper secondary school if they have passed the examinations set forth in subsection 3 and have passed the subject examinations in courses in which they lack course grades or in which they have not proved their knowledge and skills through assessment of prior and experiential learning. An external student is not assessed in physical education. Schools where non-stationary studies are implemented are obliged to create conditions for a person to graduate from the school as an external student who has submitted a relevant written application to the school by 1 November of the current academic year. In the event of graduation from school as an external student, the school enables the graduate to receive instructed studies by the school, comprising at least 15 lessons (45 minutes). For the remainder, learning takes place independently.

 (6) The basis for graduation for students with special educational needs whose learning outcomes provided for in this regulation have been reduced or replaced on the conditions provided for in this regulation by the school curriculum or, on the basis of a recommendation of an external advisory team, by an individual curriculum is the achievement of learning outcomes provided for in the school or individual curriculum.
[RT I, 14.02.2018, 1 – entry into force 17.02.2018]

Subchapter 6 School Curriculum 

§ 19.  Basis and structure of preparation of school curriculum

 (1) Upper secondary schools prepare the school curriculum on the basis of the national curriculum. The school curriculum is the basic document for the teaching and education activities of the upper secondary school, describing study priorities and activities for implementing the curriculum.

 (2) The preparation of the school curriculum takes into consideration the unique characteristics of the school and region, the wishes of school staff, parents and students as well as the mental and material resources available.

 (3) All persons working in the field of teaching and education at the school participate in preparing the school curriculum as well as other school staff, where necessary. The school involves students, parents and representatives of other interest groups in preparing the curriculum. The head of the upper secondary school is responsible for the democratic organisation of the preparation and development of the school curriculum.

 (4) The curriculum of a school is established by the head of the school. The curriculum of the school and amendments thereto are submitted to the board of trustees, student council and teachers’ council for the expression of an opinion before establishment.

 (5) The school curriculum consists of a general part and the syllabuses of compulsory courses that are integrated or grouped according to each subject field, the syllabuses of optional subjects and the syllabuses of optional courses. The school may submit the syllabuses of optional courses separately or in subject field syllabuses.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

 (6) The general part of the school curriculum must provide:
 1) values and unique characteristics of the school underlying the school curriculum as well as the teaching and educational goals of the school;
 2) organisation of studies, including at least the descriptions of compulsory courses and the optional courses and optional subjects provided by the school, the descriptions of fields of study, where they exist, the principles of designing the students’ academic workload and the organisation of studies of students with special educational needs, the organisation of student investigation paper or practical work, the use of different languages of instruction;
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]
 3) principles for the development of general competencies and the treatment of leading topics of the curriculum, principles of integration between subjects and subject fields and activities for the diversification of the learning environment;
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]
 4) organisation of assessment and graduation from upper secondary school;
 5) organisation of informing and counselling students as well as career studies, including career information and counselling;
 6) principles of planning the co-operation and work of teachers;
 7) procedure for updating and supplementing the school curriculum.
[RT I, 29.08.2014, 18 – entry into force 01.09.2014]

 (7) Support for the development of general competencies, treatment of leading topics of the curriculum, ways of integrating subjects with other subjects and the descriptions of compulsory courses, learning outcomes and content, including the list of practical work, are provided by subject field or in integrated form. The descriptions of subjects or courses, learning outcomes and content are laid down in the syllabuses of optional subjects and optional courses.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

Chapter 3 IMPLEMENTING PROVISIONS 

§ 20.  Bringing teaching and education activities and the learning environment into conformity

 (1) Schools must bring teaching and education activities and the school curriculum into conformity with this regulation by 1 September 2013.

 (2) The learning environment must be brought into conformity with the requirement set out for the physical environment in this regulation by 1 September 2013.

 (3) A school’s learning and educational activities and curriculum must comply with Regulation No 56 of the Government of the Republic of 25 January 2002 ‘National curriculum for basic schools and upper secondary schools’ (RT I 2002, 20, 116; 2007, 61, 392) in force before the entry into force of this regulation until they are brought into compliance with this regulation.

 (4) In the academic year 2010/2011, schools where non-stationary studies are pursued are obliged to offer the possibility of graduating from the school as an external student to a person who has submitted the relevant written application to the school by 20 January of the current academic year.

 (5) Subsection 3¹ of § 11 is applied to student investigation papers and practical work which, according to clause 3 of subsection 6 of § 31 of the Basic Schools and Upper Secondary Schools Act, constitute a precondition for graduating from an upper secondary school as of 1 September 2013.
[RT I, 20.09.2011, 1 – entry into force 23.09.2011]

 (6) School curricula are brought into compliance with §§ 4 and 19 of this regulation and its appendices no later than 1 September 2015. School curricula must comply with §§ 4 and 19 of the national curriculum for upper secondary schools in force until 1 September 2014 and the wording of its appendices until the curricula are brought into compliance with the above provisions.
[RT I, 29.08.2014, 18 – entry into force 01.09.2014]

 (7) School curricula and the organisation of studies are brought into compliance with subsections 3 to 9 of § 1, clause 7 of subsection 3 and subsection 5 of § 4, clauses 1 and 5 of subsection 3 and subsection 4 of § 10, subsections 1 to 4 and 6 to 11 of § 11, subsection 2 of § 12, subsection 2 of § 16, subsection 5 and clauses 2 and 3 of subsection 6 and subsection 7 of § 19 as well as the appendices of this regulation no later than 1 September 2024.
[RT I, 08.03.2023, 1 – entry into force 11.03.2023]

§ 21.  Implementation of subsection 2 of § 11 of the regulation

 (1) In municipal schools where the language of instruction was other than Estonian as of 1 September 2010 and which the Government of the Republic has not authorised on the basis of the Basic Schools and Upper Secondary Schools Act to use a language of instruction other than Estonian, subsection 2 of § 11 is applied to students who have commenced their upper secondary school studies in the 2011/2012 academic year or later and studies in these schools at the entire upper secondary level is brought into compliance with subsection 2 of § 11 by 1 September 2013.

 (2) Until study throughout all upper secondary schools is brought into compliance with subsection 2 of § 11, students who have commenced studies in a school referred to in subsection 1 of this section before the 2011/2012 academic year may be instructed in a language other than Estonian whereby Estonian must be the language of instruction for the following:
 1) at least one course in Estonian literature, two courses in civics and citizenship education and three courses in music for students who commenced their upper secondary school studies in the 2009/2010 academic year;
 2) at least one course in Estonian literature, two courses in civics and citizenship education, three courses in music and two courses in Estonian history for students who commenced their upper secondary school studies in the 2010/2011 academic year.
[RT I, 20.09.2011, 1 – entry into force 23.09.2011]

§ 22.  Conditions for graduation from upper secondary school in force until 31 August 2013

 (1) Subsections 3 and 4 of § 18 are implemented from 1 September 2013. Until 31 August 2013, the conditions set forth in this section are applied to final examinations.

 (2) To graduate from upper secondary school, at least five upper secondary school final examinations must be taken, of which at least three must be state examinations. In any one given subject, either a state examination or school examination may be taken.

 (3) The state examination in Estonian is compulsory for all students, with the exception of the case set forth in subsection 4.

 (4) Students who have studied Estonian as a second language in an upper secondary school, students who have graduated from basic school in a school or class with Russian or another language of instruction and who have begun studying in an upper secondary school or upper secondary school class where the language of instruction is Estonian, and students who are from an upper secondary school or upper secondary class with Russian or another language of instruction and have started studying in an upper secondary school or upper secondary school class where the language of instruction is Estonian, may take, instead of the state examination in Estonian, the state examination in Estonian as a second language. A student who has been issued, according to the Language Act, an advanced level language proficiency certificate or proficiency level C1 in the Estonian language and who submits the respective certificate to the school by 20 January of the current academic year at the latest, is not required to take the state examination in Estonian as a second language.
[RT I, 20.09.2011, 1 – entry into force 23.09.2011]

 (5) Students whose language of instruction is sign language may choose, for their compulsory examination, the state examination in Estonian or in Estonian as a second language.

 (6) Students have the right to take all final examinations as state examinations. Students may choose state examinations from among the following subjects in the school curriculum: Russian (in a school or class where Estonian is taught as a second language, and where part of the study takes place in Russian), English, German, French, Russian (as a foreign language), biology, chemistry, mathematics, physics, geography, history and civics and citizenship education.

 (7) One foreign language examination (the Estonian examination is not considered a foreign language) may be among the three required state examinations. A student also has the right to take the state exam in English, German, French or Russian (as a foreign language) if they have not studied that language in school.

 (8) In place of the German language state examination, it is also possible, on the basis of a bilateral agreement, to sit for the Level II language diploma examination of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany, or the German general higher education Abitur German language examination.

 (9) The German language examination taken, on the basis of a bilateral agreement, in order to obtain the German Level II language diploma, and the German and mathematics examinations taken for the German general higher education Abitur diploma, are recognised as state examinations.

 (9¹) In accordance with the procedure established by the Regulation of the Minister of Education and Research adopted on the basis of subsection 2 of § 31 of the Basic Schools and Upper Secondary Schools Act, a state examination in a foreign language may be replaced by an internationally recognised examination in a foreign language. This examination is recognised as a state examination.
[RT I, 07.05.2013, 10 – entry into force 10.05.2013]

 (10) School examinations may be taken in all compulsory subjects and, additionally, in those optional subjects that have been studied at the upper secondary school stage in the volume of at least 105 lessons.

 (11) One of the school examinations may be taken by the upper secondary school graduate as a practical work or student investigation paper in a chosen subject.

 (12) Upper secondary school graduation certificates are issued by the school on the basis of the decision of the teachers’ council to:
 1) upper secondary school students whose grades for the school stage in the subjects in the school curriculum compiled on the basis of the national curriculum for upper secondary schools are at least satisfactory and who have passed all of their compulsory and selected final examinations with at least a satisfactory result;
 2) external students whose grades in subject examinations are at least satisfactory and who have passed all of their compulsory and selected final examinations with at least a satisfactory result;
 3) persons whose grades in subjects at their school stage are at least satisfactory but who in previous academic years did not receive an upper secondary school graduation certificate because they did not take the state examination or because received an unsatisfactory result on the state examination, and who, in subsequent academic years, took all of the state examinations, except for special cases set forth in subsections 13 and 14, and scored at least 20 points.
[RT I, 20.09.2011, 1 – entry into force 23.09.2011]

 (13) Upper secondary school students who have a specific spelling problem (dysgraphia) and who passed the state examination in Estonian or Estonian as a second language with an unsatisfactory result can choose, instead of that state examination, a new state examination in another state examination subject.

 (14) Upper secondary school students who passed the state examination in one subject with an unsatisfactory result can choose, instead of that state examination, a new state examination in another state examination subject.

§ 22¹.  Differences in assessment, completion of student investigation papers or practical work, passing of school examinations and graduation from upper secondary school in the academic year 2019/2020 due to the emergency situation

  [RT I, 23.04.2021, 6 – entry into force 26.04.2021]

 (1) From the start of the emergency situation to the end of the academic year 2019/2020 descriptive verbal assessments that lack a numerical equivalent and that do not need to be transformed to a 5-grade scale may be used for assessment.

 (2) Course grades are generally expressed as numerical grades. If descriptive verbal assessments have been used during the emergency situation and, consequently, it is not possible to give a numerical grade for the course, the pass/fail assessment may be used for course grades on the conditions and in accordance with the rules provided in the school curriculum.

 (3) Grades for the school stage are generally expressed as numerical grades. If, due to the emergency situation, all of the course grades on which the grades for the school stage are based are expressed as a pass/fail assessment, the pass/fail assessment may be used for grades for the school stage on the conditions and in accordance with the rules provided in the school curriculum.

 (4) On the basis of a decision of the teachers’ council, students are not required to complete student investigation papers or practical work in the academic year 2019/2020 if it is not possible due to the emergency situation.
[RT I, 23.04.2021, 6 – entry into force 26.04.2021]

 (5) On the basis of a decision of the teachers’ council, students are not required to take school examinations in the academic year 2019/2020 if it is not possible due to the emergency situation.

 (6) The provisions of subsections 3 and 4 of § 18 are not applied to graduation from an upper secondary school in the academic year 2019/2020 and the school issues an upper secondary school graduation certificate to students whose grades for the school stage are at least ‘satisfactory’ or, in the case referred to in subsection 2, ‘passed’.

 (7) In the academic year 2019/2020, a possibility is created for students to take state examinations that are not related to graduation from upper secondary school in Estonian or Estonian as a second language, mathematics and one of the following internationally recognised foreign language examinations:
 1) Diplōme d'études en langue franēaise B1 language proficiency level examination and Diplōme d'études en langue franēaise B2 language proficiency level examination (French);
 2) Goethe-Zertifikat B1 language proficiency level examination, Goethe-Zertifikat B2 language proficiency level examination, German B2/C1 language proficiency level examination for level II language diploma and German Abitur examination in German language, where points between 1 and 4 are considered equivalent to B2 language proficiency level and points between 5 and 15 to C1 language proficiency level (German);
 3) тест по русскому языку как иностранному B1 language proficiency level examination and тест по русскому языку как иностранному B2 language proficiency level examination (Russian);
 4) Cambridge English C1 Advanced examination (English).
[RT I, 06.05.2020, 51 – entry into force 09.05.2020]

 (8) [Repealed RT I, 23.04.2021, 6 – entry into force 26.04.2021]

§ 22².  Differences in assessment, passing of school examinations of the upper secondary school, completion of student investigation papers or practical work and graduation from upper secondary school in academic year 2020/2021

 (1) In the academic year 2020/2021 descriptive verbal assessments that lack a numerical equivalent and that do not need to be transformed to a 5-grade scale may be used for assessment.

 (2) Course grades are generally expressed as numerical grades. If, due to study organisational differences arising from the measures and restrictions imposed to prevent the spread of COVID-19, descriptive verbal assessments have been used in the academic year 2020/2021 and, consequently, it is not possible to give a numerical grade for the course, the pass/fail assessment may be used for course grades on the conditions and in accordance with the rules provided in the school curriculum.

 (3) Grades for the school stage are generally expressed as numerical grades. If, due to study organisational differences arising from the measures and restrictions imposed to prevent the spread of COVID-19, all of the course grades on which the grades for the school stage are based are expressed as a pass/fail assessment, the pass/fail assessment may be used for grades for the school stage on the conditions and in accordance with the rules provided in the school curriculum.

 (4) The pass/fail assessment may be used for school examinations.

 (5) On the basis of a decision of the teachers’ council, students are not required to take school examinations and complete student investigation papers or practical work in the academic year 2020/2021 if it is not possible, or is significantly more difficult, due to study organisational differences arising from the measures and restrictions imposed to prevent the spread of COVID-19.

 (6) The provisions of subsections 3 and 4 of § 18 are not applied to graduation from an upper secondary school in the academic year 2020/2021 and the school issues an upper secondary school graduation certificate to students whose grades for the school stage are at least ‘satisfactory’ or, in the case referred to in subsection 3, ‘passed’.

 (7) In the academic year 2020/2021, a possibility is created for students to take state examinations that are not related to graduation from upper secondary school in Estonian or Estonian as a second language, mathematics and one of the following internationally recognised foreign language examinations:
 1) Diplōme d'études en langue franēaise B1 language proficiency level examination and Diplōme d'études en langue franēaise B2 language proficiency level examination (French);
 2) Goethe-Zertifikat B1 language proficiency level examination, Goethe-Zertifikat B2 language proficiency level examination, German B2/C1 language proficiency level examination for level II language diploma and German Abitur examination in German language, where points between 1 and 4 are considered equivalent to B2 language proficiency level and points between 5 and 15 to C1 language proficiency level (German);
 3) тест по русскому языку как иностранному B1 language proficiency level examination and тест по русскому языку как иностранному B2 language proficiency level examination (Russian);
 4) Cambridge English C1 Advanced examination (English).
[RT I, 23.04.2021, 6 – entry into force 26.04.2021]

§ 23.  Repeal of regulation

[Omitted from this text.]

Appendix 1 Subject field ‘Language and literature’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 2 Subject field ‘Physical education’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 3 Subject field ‘Art subjects’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 4 Subject field ‘Natural science’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 5 Subject field ‘Mathematics’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 6 Subject field ‘Social subjects’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 7 Subject field ‘Foreign languages’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 8 Subject-field-specific optional courses
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 9 Optional subject ‘Informatics’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 10 Optional subject ‘Career education’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 11 Optional subject ‘Economics and business administration’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 12 Optional subject ‘National defence studies’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 13 Optional subject ‘Religious studies’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 14 Optional subject ‘Bases of inquiry’
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 15 Cross-subject-field optional courses
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]

Appendix 16 Leading topics of the curriculum
[RT I, 08.03.2023, 1 - entry into force 11.03.2023]