HTG curriculum

1. Objectives and principles of the HTG's teaching and learning activities 

1.1 The basis of the HTG curriculum

The curriculum of Hugo Treffner Gymnasium is the document on the basis of which learning takes place in the school. The curriculum is based on the national curriculum for upper secondary schools and on the agreement of the school community on the school's areas of study and specific features.

In defining the learning and educational objectives of the curriculum of HTG, it has been taken into account that:

• the development of the student in his/her entirety is the highest aim and value of the school;
• the school equips students with the skills to acquire knowledge, to make decisions and to make choices in planning their educational path.

 

1.2. Learning and educational objectives of HTG

The aim of HTG's teaching and learning activities is that young men and women who graduate from the school 

• should have a good attitude towards their fellow students, respect their freedom and dignity;
• are willing to work together;
• actively support the democratic development of society;
• are aware of their civic duties and responsibilities, respect and obey the law;
• identify with their country as a citizen, but also with Europe and humanity as a whole;
• know and respect the culture of their people, have an understanding and knowledge of the cultures of the different peoples of the world, and treat them without prejudice;
• respect nature, live and act in a way that respects the environment and natural resources;
• are guided in their choices and actions by fundamental ethical values;
• lead healthy lifestyles, understand the need for physical activity and participate in sports;
• are prepared for continuous, lifelong learning;
• cope with a changing learning, living and working environment;
• understand the importance of work for the development of people and society;
• are prepared to compete in the job market.

1.3. Principles for Developing the HTG Curriculum

The HTG curriculum is based on the following principles:

• supporting the school's primary objectives;
• giving maximum consideration to the abilities, skills and educational needs of each pupil;
• prioritizing in particular the maintenance and support of pupils' interest in learning;
• Problem-posing and problem-solving are central to learning and teaching. The curriculum emphasizes inquiry-based learning, where students are encouraged to ask questions, seek answers, and understand that knowledge is constantly evolving.
• The curriculum is open to continuous development and adaptation to changes in society and science.

 

1.4. Competencies

The curriculum of Hugo Treffneri Gymnasium aims to develop the following general competencies in students, as defined by the national curriculum for upper secondary schools:

• Values-based competence - the ability to evaluate actions and human relationships in terms of universal moral norms; to perceive and appreciate one’s connection to other people, nature, the culture of one’s own country, the cultural heritage of other countries and contemporary culture; to value creativity and develop a sense of beauty;
• Social competence - the ability to express oneself, to act as an informed and responsible citizen and to contribute to the democratic development of society; to know and respect the values and norms of society and the rules of different environments; to cooperate with others in various situations; to accept and take account of people's differences when communicating;
• Self-determination competence - the ability to understand and evaluate oneself, to follow a healthy lifestyle; to solve problems related to one’s mental and physical health and interpersonal relationships;
• Learning competence - the ability to organize a learning environment and obtain the information needed for learning; to plan and follow a learning plan; to apply what has been learned; to analyze one’s knowledge and skills, strengths and weaknesses, and based on this the need for further learning;
• Communication competence -The ability to express oneself clearly and appropriately; to read and understand informational and functional texts and fiction; to write different types of texts;
• Mathematical competence - the ability to use mathematical language, symbols and methods to solve various tasks in all areas of life and activity;
• Entrepreneurial competence - the ability to create and implement ideas, using the acquired knowledge and skills in various areas of life; to see the opportunities in problems, to set goals and achieve them; to organize joint activities, show initiative and take responsibility for consequences; respond flexibly to changes and take calculated risks.

1.5 Recurring topics in the curriculum

All topics of the curriculum concern areas of life that are relevant to the student’s personal and social development. The teaching of these topics is implemented through both subject courses and school management. 

The aim of these recurring topics is to develop knowledge, skills, attitudes, values, and behaviours in areas that intersect with many subjects. 

The main topics of the HTG curriculum are:

• environment and sustainable development
• career and career development
• information technology and media

Environment and sustainable development

The environment and sustainable development are approached from three perspectives: the natural environment, the social environment, including the economic climate, and the cultural environment. Teaching this subject aims to raise environmental awareness and educate students to be environmentally responsible consumers. Students are taught to adapt to an ever-changing environment and to save resources for future generations. Social skills to cope in democratic society are developed. Environmental and sustainability problems are primarily addressed in Biology, Physics, Chemistry, Economics and Social Studies courses.

Career
The objective is to equip students with the knowledge and skills that will enable them to succeed in life, to make choices and decisions and to support students in their further education and career choices. These goals are met through courses in the following subjects: Estonian language, informatics, Career Planning, Economics, Technology, Media, Master Classes, National Defence and foreign languages.
 

2. Departments of study

The flexible learning system at Hugo Treffner Gymnasium offers students extensive opportunities to pursue their interests and prepare for further studies. A department of study is a comprehensive set of subjects that provide an opportunity to acquire in-depth knowledge in a particular subject area. The curriculum of a department of study is designed by adding courses specific to the departmentto the compulsory courses set out in the gymnasium national curriculum. The students of Hugo Treffner Gymnasium can choose between three departments of study. 

Department of Humanities

This department offers in-depth cultural knowledge.

Main courses:

• Literature - extended learning programme
• French or German - beginners’ programme
• History - extended learning programme
• History of Art - extended learning programme
• Philosophy
• Religious studies
• Practical courses in archives and museums

Department of Life Sciences

This department provides a deeper knowledge of Biology and Chemistry. 

Main courses:

• Biology - extended learning program with laboratory and field practicums
• Chemistry - extended learning program with laboratory practicums
• Informatics
• Technology courses specific to the department

 

Department of Maths and Physics

This department offers a deeper knowledge of maths, physics and informatics.

 

Main courses:

• Maths - extended learning program, practicums
• Physics - extended learning program, practicums in the laboratories of the school and the University of Tartu
• Informatics - basic courses for programming
• Technical drawing
• Various technological courses

 

3. Learning system and the basis for the organisation of teaching and learning activities

3.1. Arrangement of studies

Hugo Treffner Gymnasium's system of course-based learning, with its options for individualised instruction and the organisation of work designed for a partially classless system, enables the school to offer a more varied range of learning opportunities, both for rapidly progressing and more able students as well as for students whose learning ability requires slower progress in Gymnasium. The teaching system at HTG supports active and responsible learning.

 The implementation of periodic learning is based on the need to

• reduce the amount of subjects taught at the same time. The system of periodic and course-based learning implemented at HTG reduces the number of subjects taught at the same time by increasing the number of hours per week allocated to a subject in a given period compared with the traditional system.
• intensify teaching. In general, the motivation to learn is high at the beginning of the period of study (quarter, semester), then falls and rises again at the end of the period. When the academic year is broken down into shorter periods, there are more intensive beginnings and endings.
• make the most of study time. As the end of the study periods do not overlap with the start of school holidays, there is no traditional "empty time" before the holidays. Lessons run at full stretch from the first day of school to the last.
• ensure a complete understanding of what is being learned. This is made possible by intensive learning over a shorter period.
• reduce the time spent on testing students' knowledge. To maximise the use of lessons for the acquisition of knowledge by reducing the proportion of time spent on homework and tests.
• increase the number and intensity of optional subjects according to students' wishes. This system is flexible and allows for the addition of the most requested courses during the school year, or the removal of courses for which there is no demand.

3.2  Planning the academic year

There are 35 study weeks per academic year, with a total of at least 175 school days. At Hugo Treffner Gymnasium, the school year is divided into five periods, each of which is 35 school days, i.e. 7 weeks.

Each period consists of 6 weeks of hourly lessons (30 school days), with the last week of the period, the 7th week (5 school days), being reserved for revision and examinations.

Examinations are held in all subjects and the format of the examination is defined in the syllabus. At the beginning of each course, the teacher informs the students of the format and content of the examinations.

There are 7 to 8 different subjects per period, with physical education and practical classes throughout the year.

HTG is subject to the school holidays established by the Ministry of Education and Research, with the exception of the summer school holidays, which start at the request of the Tartu City Government. At the beginning of each academic year, the teachers' council discusses and approves the school's annual plan, which also includes the date distribution of periods, examinations and makeup examinations, as well as the calendar of events for the academic year.

3.3. Course, course plan, lessons

Subjects are divided into courses. The estimated length of a course is 35 hours of 45 minutes (i.e. 35 x 45 = 1575 minutes). Taking into account the objectives of the learning system implemented at HTG and the age of the young people attending the school, from autumn 2012 onwards, the duration of a lesson is 75 minutes and the length of a course is therefore 21 lessons (21 x 75 = 1575 minutes). 

Lessons are held in school or outside of school in the form of excursions, field trips or practical work.

During the period, there are three lessons per week in all subjects (except PE and practicals). In order to balance the timetable, there are also two-hour courses. The annual timetable for the courses, i.e. the division of the courses into periods, is compiled at the beginning of each academic year.

The school management reserves the right to adjust the annual timetable during the school year for any reason (illness of a teacher, resignation, etc.). The annual timetable of courses is discussed and approved by the school's teachers' council.

3.4 Timetable
The basis for the daily arrangement of school work is the timetable, which defines the number of lessons and the order in which they are taught. In the case of the periodic system of teaching used at HTG, the timetable changes five times a year, at the beginning of each new period. Period timetables are compiled in accordance with the annual timetable for the courses. 

3.5  Preliminary exams (prelims)

The purpose of the prelim is to allow the student to identify and develop their abilities and interests, as well as to gain experience in examinations. A prelim can be:

• written (written examination of up to 90 minutes, excluding mock examination);
• oral (answering the questions on the test paper, presentation, speech, etc.).

The prelims are held during the preliminary week according to a timetable. In the event of failure, the student will have a chance to retake the prelim. The arrangements for the prelims are approved by the school board.

3.6 Student database

The division of the school year into periods, the implementation of a system of subject courses and the introduction of school assessment criteria have created the need for a school-record format. HTG uses Stuudium to store the students' data. It is an electronic database of the school, where general student data, attendance data, course grades, school level and examination grades are entered. When a student leaves the school, the data are transferred to an electronic archive. Stuudium also includes a teacher's logbook, a study period calendar, room booking services, and subject and course syllabi.

Student card. It stores the student's general data, course grades for the three years of studies, school-level grades, and examination results. Upon graduation, the student signs the hard copy of the student card to confirm that they have received their diploma and Transcript of Records. At the end of each academic year, the cards of the students who have graduated from the school are bound into a single student book for archiving.

4. HTG lesson distribution plan

4.1. Overall structure

The HTG lesson distribution plan is based on the following principles:

• Hugo Treffner Gymnasium ensures the implementation of the national curriculum.
• In addition to the courses in the national curriculum, elective courses have been added in the Department of Humanities, the Department of Life Sciences and the Department of Maths and Physics, and the number of courses in some core subjects has been increased.
• Students, having chosen their department of study at enrolment, are obliged to complete the compulsory courses of the national curriculum and all the compulsory electives of their department required by the school.
• Elective courses are considered to be important for the student's development as an independent learner.
• Participation in elective courses is optional.
• The learning process is supported by participation in a wide range of projects and courses organised by other educational institutions, as well as by school extracurricular activities.

Students graduate from Hugo Treffner Gymnasium having completed at least 96 courses as required by the national curriculum.

4.2 Syllabus

The syllabus is based on the requirements of the national curriculum and the principles of the departments of study. The syllabus is adjusted at the beginning of each academic year.

 

4.3 Teaching foreign languages

The teaching of foreign languages has been arranged to ensure that students who have come to HTG from different schools can continue the foreign language they started in basic school. English, French, German and Russian are taught in the school on a basic school basis. Studying two foreign languages is compulsory for all students. Exceptions in the studies of foreign languages (e.g. if the pupil has studied Finnish as a second foreign language in primary school) are arranged individually with the student.

In the Department of Humanities, students are required to take a beginners' course in German or French.

Language learning is carried out in language groups of about 20 pupils.

4.4. Standard-Level and Basic-Level Mathematics

Standard-Level and Basic-Level programmes in mathematics are different in terms of subject volume, material and approach.

The aim of Basic-Level Mathematics (8 courses) is to learn to understand information presented in mathematical language, and to use mathematics in different situations in everyday life. As there are fewer courses in Basic-Level Mathematics than in Standard-Level Mathematics, students following a Basic-Level Mathematics curriculum can choose more optional courses.

The Standard-Level Mathematics programme (14 courses) introduces students to the role of mathematics in society, its application in everyday life, technology, economics, science and technology and other fields. It involves solving applied problems, with an emphasis on proof and reasoning.

 

4.5. Technology courses

Technology courses are compulsory for students in the Department of Life Sciences and in the Department of Maths and Physics.

A specific list of technology courses for students is drawn up at the beginning of each academic year, taking into account the school's facilities and the technology courses offered by the various higher education institutions.

In the Department of Maths and Physics, a technology course can be substituted by participation in the Physics, Informatics, Chemistry or Maths olympiad course(s) (theoretical preparation and active participation in the aforementioned olympiads) in 10th grade.

 

4.6 Practicals and study camps

For humanities students, a humanities practical takes place in Year 11 under the supervision of HTG teachers. The compulsory humanities practical course is held at the Estonian National Museum, the Estonian Literary Museum, the National Archives and the University of Tartu. The fieldwork is carried out in 11th grade in June during the extra-curricular period in cooperation with the class teacher and/or subject teachers, memory institutions and local communities.

In the fall semester, a study camp is organised for humanities students in preparation for a visit to three partner schools. In addition to HTG teachers, the camps are taught by academics and prominent public figures.

 

The practical chemistry course is carried out in the HTG chemistry laboratory under the supervision of HTG teachers. The year-long biology practicals are supervised by HTG teachers and university lecturers. Where possible, the University of Tartu and the Estonian University of Life Sciences practical bases are also used. Intermediate practicals for Year 10 and 11 students take place outside class in June.

The practicals of the Maths and Physics Department in physics are held in the laboratories of the school and the University of Tartu under the supervision of HTG teachers, while practicals in mathematics are carried out by HTG teachers.

Maths camps are popular among the students of the Maths and Physics Department s, where, in addition to teachers from their own school, guest teachers and alumni share their knowledge.

4.7 Individual learning plan

The school aims to implement a system of courses in which the student can systematically shape their educational path by developing their intellectual abilities and capacities through electives or, where appropriate, by completing the curriculum at a pace that suits them. The school provides full support for the individualisation of pupils' learning plans and their development as independent learners. 

If the programme of their department of study does not meet the student's needs, they can choose from a range of optional courses and select those that interest them or are necessary for the continuation of their studies. 

The individual study plan is monitored by the student personally and does not need to be supervised by the class teacher or approved by the teachers' council.

In addition to the study plan which the student draws up on the basis of the elective courses, the student also has the possibility to request an individual study plan for compulsory courses of their department of study. A student may also, if they have reason to do so, substitute a subject from the school curriculum (which is not a subject of the national curriculum) with the same number of elective subjects that they need or like. A request must be submitted to the teachers' council.

An individual learning plan offered by the school or requested by the pupil on the basis of the student's application will be implemented if

• the student's knowledge of the subject is stronger than that of their peers;
• there is a justified need for a specific programme of study (e.g. a student coming from another school or abroad in the middle of the academic year or going abroad, etc.);
• for health reasons, it is not possible to complete the required courses on time or at the same pace as other students;
• there is a need to extend the duration of studies.

If an individual study plan is proposed by the school or at the request of the student, it is created by the subject teacher. The class teacher informs the parents and ensures that the plan is followed.

4.8. Elective courses

The elective courses, with the exception of French and German, do not require prior completion of any previous courses. The groups for the elective courses include students of all years of the school. Courses are divided into:

• courses that broaden horizons,
• courses that strengthen understanding of basic subjects

In addition to the more than fifty different courses offered by the school, it is also possible to attend courses offered by higher education institutions. Courses taken at schools that support the HTG curriculum will be taken into account upon graduation (e.g. Tartu University of Applied Sciences, University of Tartu Youth Academy, H. Eller Music College, University of Tartu, Tallinn University of Technology, Estonian University of Life Sciences, etc.). Participation in elective courses is voluntary for students.

 

5. Arrangement of evaluation

Learning is a lifelong process that depends on the age and individual characteristics of the learner. The intrinsic motivation of the learner is essential to develop lifelong learning as a lifestyle. 

Students take an active part in targeting, planning and assessing their own learning. Through the education process, students learn to

• use existing knowledge and skills, to make connections;
• question, to find out, to acquire new knowledge and skills;
• act, to use their intellect, their imagination, their emotions;
• create, construct, experiment, develop;
• solve problems, make choices, decide on the validity of statements, argue, reason, defend their views;
• observe and manage their own thinking and learning

 

Evaluation of academic performance is part of the learning and education process. The school assesses the achievement of required learning outcomes, the acquisition of knowledge and skills. Students need to know what is being assessed, when it is being assessed, what assessment tools are used and what the assessment criteria are.

The aim of the assessment is:

• to provide an assessment of students' academic performance;
• to increase students' motivation to learn;
• to guide the teacher in supporting student learning and development;
• to motivate students to learn with more determination;
• to support the development of a positive self-esteem.

Students, teachers and parents receive feedback on learning performance and guidance for the future. HTG assesses both the level of student knowledge and the development of student knowledge. Independence and creativity in the application of knowledge and skills are considered important.

The teacher has the right to develop their own system of assessment, based on the requirements of the HTG Assessment Guide. At the beginning of each course, the teacher is responsible for explaining to the students how the grade for that course will be determined. Hugo Treffner Gymnasium's student assessment procedure has been discussed and approved by the school's teachers' council.

 

6. Student support and counselling

The HTG has set up a system of school orientation, learning support and vocational and career guidance.
 

6.1 School Orientation

As HTG offers a course-based system of periodic study, students need a thorough explanation of the structure and organisation of the curriculum and the assessment of results when they enter the school. The information will be provided as follows:

• in Year 10, the class teacher, subject teachers, student mentors, student counsellors, the school psychologist and the Director of Studies explain the school rules to the pupils;
• the school rules are available on the school website;
• every Monday (except during preliminary weeks and school holidays), a school newsletter is published, which is distributed by the class teacher in the information sessions and is available on the school website and on the notice board.

 

6.2 Learning support

Taking into account the different prior knowledge and abilities of HTG students, the school curriculum provides

• foundation courses for students with less advanced knowledge. The list of remedial courses and their dates are approved at the beginning of each academic year by the teachers' council;
• supplementary courses in preparation for both school and national examinations;
• the opportunity for more advanced students to participate in 'masterclass' courses in preparation for subject Olympiads. The list of courses and the dates of the courses are approved by the teachers' council at the beginning of each academic year;
• various possibilities for creating an individual study plan;
• individual teacher consultation sessions at an agreed time.

 

All students are guaranteed

• consultations with subject teachers;
• the option of attending support courses;
• individual assistance and consultation with a student counsellor and/or school psychologist;
• the chance to retake examinations and assessments per the school's assessment procedures.

 

6.3. Vocational and career guidance

Vocational guidance work in schools guides students' vocational preparation in a conscious way. Vocational and career guidance includes the development of students' self-analysis skills, the presentation of learning opportunities and conditions, and information on different fields of work. Career guidance allows students to plan their future over a longer period of time.

The school integrates the various school-based activities and creates a learning environment that supports students' overall development, their awareness, and their ability to succeed in life and in the world of employment. In addition to lessons, career and occupational planning is also carried out through practical courses, field trips, presentations by various lecturers, etc.

The main aspects of vocational and career guidance for students:

• individual psychological vocational and career guidance;
• career guidance and psychology elective course;
• excursions and field trips to educational institutions and workplaces;
• presentations by guest lecturers, students and alumni on different fields of study and work;
• demonstrations of electronic information systems and databases supporting career planning;
• a display of vocational information material in the school's library  (university brochures, admission requirements, career planning tools, etc.);
• medical career guidance (informing students about their health status in relation to their chosen/desired profession);
• helping students find professionals in their field of interest and obtaining feedback.

7. Graduating from school

To graduate from upper secondary school, HTG students must have completed the compulsory national and department-specific courses and the elective courses of their choice (a total of at least 96 courses), and have passed the state examinations in Estonian and foreign languages, Mathematics, a school examination and a research or practical project.

7.1. Examinations

To graduate from school, a student is required to pass state examinations in Estonian, a foreign language and Mathematics, and one school examination. The conditions and procedures for the state examinations are laid down in a regulation issued by the Minister of Education and Science. The conditions and procedures for the school examinations are laid down by the extended management of the school.

 

7.2. Student research or practical project

To graduate from school, students are required to complete a research or practical project by the end of their studies. The requirements for the completion of the research or practical work are determined by the extended management of the school. 

8. School-wide and partner-school projects

At Hugo Treffner Gymnasium, school-wide and partner-school projects are based primarily on the school's core values and traditions, but are also open to new ideas.

• participation in olympiads, competitions, projects of a different nature and competitions is an integral part of teaching and education;
• participation in these activities is voluntary for the pupils and takes place in accordance with the rules and procedures of the project, olympiad, competition or contest, under the supervision of an olympiad coordinator and a development manager approved by the management;
• school-wide and partner-school projects, olympiads, competitions and contests are organised in accordance with established traditions;
• participation in new projects and discontinuation of traditional projects is decided by the school's teaching staff;
• both school-wide and beyond-school events are planned in the school's annual plan.

The school supports in every way possible the student's personal development and also participation in projects, competitions, contests, etc., which represent the school. The school will also provide all possible assistance.

 

9. Extra-curricular activities

The extracurricular activities of Hugo Treffner Gymnasium are linked to the traditions, mission and goals of the school.

The aim of extracurricular activities at Hugo Treffner Gymnasium is to create a sense of belonging among the students, to maintain the school spirit and to fill the students' free time with enjoyable and enriching activities.

9.1 School traditions

HTG values the traditions built over the years by the school community. The following traditional community events have developed throughout the year:

• 1 september ceremony at the Hugo Treffner monument;
• an autumn picnic for students and teachers in a scenic spot near Tartu or once every three years in Taevaskoja;
• night academies for students
• celebrating Teachers’ Day
• Three Schools Competition in the humanities between students from Tallinn School No. 21, Pärnu Sütevaka Humanitaargümnaasium and our school's humanities department;
• school anniversary ceremony where all former teachers are always welcome;
• school anniversary ball, organizes by the year 11 competition winners
• a student sports week during the school's anniversary and alumni tournaments in basketball and floorball;
• Christmas parties for both students and staff;
• a Christmas service in St John's Church;
• the annual Five Schools Competition in maths and physics (since 1965) between students from Hugo Treffner Gymnasium, Viljandi Gümnaasium, Nõo Reaalgümnaasium, Miina Härma Gümnaasium and Tartu Tamme Gümnaasium;
• celebrating Valentine’s Day
• Independence Day ceremony, where students who have competed in various competitions, contests and subject olympiads will be awarded;
• celebrating Mother Language Day;
• the Spring Concert in the Assembly Hall of the University of Tartu, with singers and dancers performing for parents and former teachers;
• a spring performance by the school's Drama Club;
• Principal’s reception for students and their mentors who have performed very well in different subject Olympiads, competitions and contests;
• Ceremony of the last schoolday, which features a nationally renowned artist for the school graduates;
• Sports Day at the stadium of the University of Tartu for 10th and 11th grade students;
• graduation ceremonies (for 10th and 11th graders in the school building, for 12th graders in the Vanemuine Concert Hall);
• Graduation evening for Year 12, organised by Year 11 students.

9.2. School publications

• Weekly school newsletter "HTG info".
• The School Paper ‘’Miilang’’, published once a term.
• School literary almanac ‘’Sulesepad’’

9.3. Extracurricular activities
Students can also participate in the following extra-curricular activities:

• School Paper ‘’Miilang’’
• History Club
• Bridge Club
• Drama Club
• Art Club
• Linguistics
• Green Club
• Mixed Choir ‘Anima’
• Sports Club (floorball, volleyball and basketball)
• Folk Dance Ensemble ‘Tantsutallad’
• Debate Club
• Martial Arts

 
10. Renewal of the HTG curriculum

The overall manager of curriculum renewal in the school is the Principal, who delegates tasks to members of the Extended School Management and teachers.

The meetings of the teachers and the Extended School Management on the revision and updating of the school curriculum are held in accordance with the school's overall work plan. The development of the school curriculum is open to the participation of all members of the teaching staff. The school curriculum (with any changes made) is approved at a meeting of the School Board before the start of the new school year.