National curriculum for basic schools

(1) The national curriculum for basic schools (hereinafter national curriculum) establishes the national standard for basic education. The learning outcomes achieved upon graduation from basic school are in accordance with the general requirements described at level 2 of the Estonian Qualifications Framework.

(2) The national curriculum for basic schools is implemented in all general education schools of the Republic of Estonia which provide basic education, regardless of the school’s legal status, unless otherwise provided by legislation.

(3) The school stages of basic schools are

1) stage I – grades 1–3;

2) stage II – grades 4–6;

3) stage III – grades 7–9.

(4) The national curriculum consists of a general part and appendices. The appendices set forth subject field syllabuses, optional subject syllabuses and descriptions of leading topics of the curriculum.

(5) A subject field syllabus describes the general principles of the implementation of the subject field and the syllabuses of compulsory subjects in the subject field.

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

(6) Subject fields and the syllabuses of compulsory subjects described within them are

1) language and literature: Estonian, literature, Russian, 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: natural science, biology, geography, physics, chemistry (appendix 4);

5) mathematics: mathematics (appendix 5);

6) social subjects: human studies, history, civics and citizenship education (appendix 6);

7) technology: manual training, handicraft and home economics, technology studies (appendix 7);

8) foreign languages; foreign language A, foreign language B (appendix 8).

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

(7) Optional subjects are

1) education in entrepreneurship (appendix 9);

2) informatics (appendix 10);

3) career education (appendix 11);

4) religious studies (appendix 12), which is taught only according to the syllabus specified in the national curriculum.

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(8) The syllabuses of cross-subject-field optional subjects are set forth in appendix 13.

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(8¹) A school may implement optional subject syllabuses which it has drawn up and which support the achievement of school curriculum objectives.

[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 by school stage are set forth in appendix 14.

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(1) Basic education supports to an equal extent the mental, physical, ethical, social and emotional development of students. Basic schools create conditions for the balanced development of the different abilities and self-realisation of students and for the materialisation of their research-based worldview.

(2) Basic schools shape the values and attitudes that form the basis of a happy personal life and successful interaction with society.

(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) The socialisation of the new generation is based on the traditions of Estonian culture, common European values, and the recognition of the main achievements of world culture and research. Persons with a strong basic education are capable of integrating into society and contribute to the sustainable social, cultural, economic and ecological development of Estonian society.

(1) Basic schools have both educating as well as edifying functions. Basic schools help students become creative and versatile personalities who are able to effectively realise oneself in various roles: in the family, at work and in public life.

(2) The main purpose of teaching and education in basic schools is to ensure the students’ age-appropriate, moral, physical and social development and the shaping of a comprehensive worldview.

(3) The function of basic schools is to provide students with the learning and teaching environment that corresponds to the age of students, is secure, has a positive impact and develops students, supports the development of their interest in learning, learning skills, self-reflection, critical thinking, knowledge and will-based characteristics, their creative self-expression and the development of their social and cultural identity.

(4) Basic school reinforces the shaping of core values. Students understand the values underlying their actions and feel responsible for the consequences of their actions. Basic schools lay a foundation for self-determination as a self-aware person, as a member of one’s family, nation and society, who has a tolerant and open attitude to the world’s diversity and people.

(5) Basic school helps students reach clarity on their interests, proclivities and abilities and ensures readiness for continuing studies at the next educational level and for lifelong learning. Youths who have graduated from basic school have an understanding of their future roles in family, working life, society and the state.

(6) 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.

(7) 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 basic schools.

(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 and flexibly in a particular area or field of activity.

(2) The national curriculum differentiates between general competencies, field-related competencies and competencies pursued in school stages. The development of competencies is described in the school curriculum.

(3) General competencies are cross-subject field and subject competencies that are important in the development of a person into a human and citizen. General competencies are developed through all subjects as well as in extracurricular and out-of-school activities. The development of general competences is monitored and guided by teachers in mutual co-operation as well as in co-operation between the school and home.

(4) 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; to sense 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, and events in contemporary culture; to value 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 value judgements;

2) social and citizen competence – the ability to become self-actualised; to function as an active, aware, helpful and responsible citizen and to support the democratic development of society as well as the national independence of Estonia; to know and follow values and standards in society; to respect the rules of various environments and societal diversity, the particularities of religions and nations; to engage in cooperation with other people in different situations; to accept differences in people and their values and to take them into account in interacting with people;

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

3) self-determination competence – the ability to understand and evaluate oneself, one’s weaknesses and strengths; to analyse one’s behaviour in different situations; to behave safely and adhere to healthy lifestyles; to solve communication problems.

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 plan studies and follow this plan; to use 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 foreign languages, 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 and expressive language as well as 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 mathematical applications in school and everyday life; the ability to describe the surrounding world with the help of natural science models and measurement tools and to make decisions based on evidence; to understand the importance and limitations of natural sciences and technology; to use new technologies purposefully;

7) entrepreneurship competence – the ability to create ideas and implement them, 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 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 apply financial literacy knowledge;

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

8) digital competence – the ability to use developing digital technology for coping in a rapidly changing society for learning, acting as a citizen as well as communicating in communities; to use digital means for finding and preserving information and to evaluate the relevance and trustworthiness of the information; to participate in creating digital content; including creation and use of texts, images, multimedia; to use suitable digital tools and methods for solving problems, to communicate and cooperate in different digital environments; to be aware of the dangers of the digital environment and know how to protect one’s privacy, personal information and digital identity; to follow the same morals and values in the digital environment as in everyday life.

(5) Subjects with similar objectives and teaching content form a subject field. The primary objective of teaching the subjects in a subject field is to shape the corresponding field-related competencies, which are supported by the objectives and learning outcomes of subjects. The development of field-related competencies is also supported by integration with the subjects in other subject fields and extracurricular and out-of-school activities. The descriptions of field-related competencies are presented in subject field syllabuses.

(6) The competencies to be attained at each school stage summarise the student’s development through the acquisition of age-appropriate general and field-related competencies and learning outcomes.

(7) Syllabuses set forth learning outcomes that support the attainment of the knowledge, skills and attitudes to be acquired by the end of the school year and the development of field-related competencies. 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]

(1) The national curriculum for basic schools treats learning on the basis of outcomes, emphasising changes in the behavioural abilities of the student or group of students. More specifically, this means the acquisition of knowledge, skills, experiences, values and attitudes that are necessary for coping in everyday life. The psychological basis for learning is the experience that the student acquires in combination with the physical, mental and social environment. As the student acquires experiences, the student begins to behave in a more goal-oriented fashion. The learning environment in school is ensured on the basis of systematic and goal-oriented teaching and education activities taking place on the basis of the curriculum and the learning environment also encompasses impacts from home and the broader environment. The student is an active participant in the learning process who takes part in the setting off their learning goals, learns independently and with peers, learns to value their peers and self and learns to analyse and manage their studies. In acquiring new knowledge, students build on previously acquired knowledge and construct their knowledge on the basis of the new information. The knowledge gained is applied to new situations, problem-solving, decision-making, discussing the correctness of arguments, providing supporting evidence for their viewpoints and in the course of further studies. Studying is a lifelong process for which the necessary skills and work habits are shaped in the course of acquiring basic education.

(2) For the purposes of the national curriculum, teaching means the organisation of the learning environment and studies in a manner provides students with developmentally appropriate but challenging tasks through which they can acquire the intended learning outcomes.

(3) For the purposes of the national curriculum, education means the shaping of the student’s relationship with the surrounding world. Successful value education requires mutual trust and co-operation between the entire school community, student and family. The key person in shaping views is the teacher, whose function is to serve as a personal role model, support students’ natural desire for clarity with regard to their identity, and to offer, through a suitable development environment, support for the development of behavioural habits that are accepted in various groups and communities and all of society.

(4) In planning and implementing teaching and learning

1) the special characteristics of the student’s perceptual and cognitive processes, abilities, linguistic, cultural and family background, age, sex, health status, interests and experiences are taken into account;

2) it is made certain that students’ academic workload corresponds to their age and abilities, granting them time for resting and hobby activities;

3) students are provided with a wide range of experiences in different cultural areas;

4) knowledge and skills are used in a real-life situation; research is conducted and the subject matter in different fields is integrated with everyday life;

5) possibilities are created for studying and coping in different social relationships (student-teacher, student-student);

6) modern and diverse teaching methods, techniques and materials are used (including oral and written texts, audio and visual study aids, active study methods, field trips, outdoor and museum learning etc.);

7) appropriate methods, assessment tools and methods are used;

8) differentiated learning assignments are used, the content and level of difficulty of which allow students to study at a suitable level of exertion, considering the individuality of everyone.

(5) Study activities and the results thereof are shaped into a whole through integration. Integration supports the development of students’ general and field-related competencies. The achievement of integration is planned by the basic school in the course of the development of the school curriculum and planning of teaching and education activities.

(6) Integration of studies is achieved by following the common denominator of subjects of different subject fields, common thematic emphases on subjects, internal school projects and leading topics of the curriculum, and study assignments and methods. To achieve integration, the basic school organises studies and shapes the learning environment and co-operation between teachers in a manner that enables cross-curricular treatment: specifying competencies, setting learning objectives and determining common problems and terminology for various subjects.

(1) The learning environment means the combination of the mental, social and physical environment surrounding students in which students develop and learn. The learning environment supports the development of students into independent and active learners, promotes the fundamental values of basic education and the spirit of the school, and preserves and develops local and school community traditions.

(2) Basic 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) In developing the social and mental environment

1) the entire school community takes part;

2) 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;

3) all students are treated without prejudice, fairly and equally, respecting their dignity and individuality;

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4) decision-making authority and responsibilities are appropriately and clearly shared;

5) the efforts and academic success of all students are noticed and recognised; stigmatising students and reducing their self-confidence are avoided;

6) violence and bullying among students are avoided;

7) there is an openness to free exchange of opinions, including criticism;

8) opportunities are created for students to show initiative, take part in decision-making and act both alone and with peers;

9) 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;

10) an atmosphere founded on mutual trust, friendliness, and good faith is created;

11) 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;

12) 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]

(4) In developing the physical environment, basic 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.

(5) Studies may be organised outside the school premises and in virtual study environments, ensuring the mental and physical security and the protection of the health of students.

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

At the end of the first school stage, the student

1) respects their family, class and school; is polite, keeps promises; knows that no one is to be humiliated, teased or mocked; is capable of listening to and appreciating their peers;

2) wants to learn, derives pleasure from knowledge and aptitude, is capable of learning alone and with others, in pairs and in groups, is capable of budgeting time for studying, hobbies, chores and rest periods;

3) is aware of their ethnic identity and takes a respectful attitude to their nation;

4) is capable of adapting oneself to the needs of succeeding at an assignment and making sense of their actions in fulfilling the assignment; is able to prepare a schedule for the day and follow it;

5) is capable of finding and understanding information in texts (including data, terms, characters, activities, events and their time and place) and presenting it orally and in written form;

6) understands and uses learned everyday expressions and simple phrases in the foreign language being studied;

7) calculates and knows how to use tools suitable for measurement and measurement units in different walks of life for solving age-appropriate assignments;

8) acts in a prudent manner with regard to nature;

9) knows how to notice and describe in a goal-oriented fashion differences and similarities, knows how to compare objects and phenomena, categorise them on the basis of one or two characteristics and to read a simple plan, table diagram and map;

10) is able to use simple computer programs and technical devices used at home and at school;

11) has respect for their hometown or region, homeland and the Estonian state, knows its symbols and complies with the rules of conduct associated with them;

12) is able to notice and assess beauty, has an appreciation for creativity and takes pleasure in exercise, creative self-expression and activities;

13) maintains cleanliness and order, looks after their appearance and health and has a desire to be healthy;

14) is able to avoid dangerous situations and summon assistance in the case of danger, knows safe traffic practices;

15) knows whom to turn to with various problems and is prepared to do so.

(1) The main objective in the first grade is for students to become adapted to school life, to experience a sense of security and success and to develop readiness for further successful studies. The readiness of students for school and their abilities are different, and therefore study assignments and the time needed to accomplish them are differentiated. The following are the focuses in the first school stage

1) learning and following moral tenets and good standards of conduct;

2) developing a positive attitude toward attending and learning at school;

3) developing study habits and skills, perseverance, independence and goal-oriented work skills and ability to make decisions;

4) shaping self-expression skills and confidence;

5) acquiring primary communication and co-operation skills, including shaping of mutually supportive and valuing relations between students;

6) recognition of learning difficulties and offering support systems and aid.

(2) The most important function of the teacher is to support each student’s belief in themselves and their learning motivation.

(3) The basis for organising studies in the first school stage may be the teaching of general topics. Depending on the preparation of the students, either a subject-based approach or an option combining a general topics-based and subject-based approach may be used.

At the end of the second school stage, the student

1) has an appreciation for harmonious human relationships, understands their role as a family member, friend, peer and student; keeps agreements, is trustworthy and responsible for their actions;

2) is able to focus on fulfilling study tasks, is able, with guidance, to use age-appropriate techniques (including pair and group techniques), depending on the special nature of the study task;

3) values their ethnicity and culture among other ethnicities and cultures, espouses an attitude toward people that is free of prejudices, recognises the differences between people, views and situations and understands the need for compromise;

4) is capable of planning and evaluating their activities and, to attain the result, select and implement the necessary actions, see their errors and correct their activities;

5) is capable of expressing, justifying and defending their opinion, knows their strengths and weaknesses and tries to become clear on their interests;

6) is capable of listening to and reading in a mindful fashion age-appropriate texts, creating linguistically correct and situation-appropriate oral and written texts and understanding spoken speech;

7) gets by in at least one foreign language in everyday communication situations that require the direct and simple exchange of information on familiar and routine topics;

8) has mastered computational and measurement skills and knows and is able with guidance to use rules of logic in solving problems in different walks of life;

9) values a sustainable lifestyle, is capable of asking questions in the field of natural sciences and obtaining information on natural sciences, knows how to behave in nature, takes an interest in nature and exploring nature;

10) is capable of using a computer and the internet as a means of communication and is able to perform word processing with a computer;

11) is able to find answers to their questions, obtain the necessary information from various sources, interpret, use and convey it, and is able to distinguish between fact and opinion;

12) feels like a citizen of their state and follows social norms;

13) values art and is able to express oneself using artistic means;

14) values healthy lifestyles, is aware of factors that harm health and of the hazards of substances that cause dependency;

15) has found a hobby to their liking and has a general idea of the employment world.

(1) The main objective of teaching and education in the second school stage is for students to become responsible and independent students. It is important to incite and maintain interest on the part of students in the fields of knowledge and activity covered by the curriculum. The following are the focuses in the second school stage

1) maintaining and building learning motivation, associating materials with practical aspects and allowing students to make decisions and take responsibility for their decisions;

2) offering opportunities for hobby activities;

3) recognition and development of special abilities and interests of students;

4) offering support systems and learning aid to students with learning difficulties.

(2) Diverse methods and assignments are applied, allowing students who reach puberty to make independent decisions and associate the material with practical life, and impart the ability to cope with individually different development of students, their changing relationships and acting in new roles.

At the end of the third school stage, the student

1) knows the generally recognised values and moral principles in society, follows them in school and outside school, does not remain indifferent when they are flouted, and intervenes in accordance with their abilities when necessary.

2) knows and honours their language and culture and contributes to the preservation and development of the Estonian language and culture; has an understanding and knowledge of different cultures of the world, respects people from other ethnicities and treats them with an open mind;

3) is intellectually curious, knows how to study and find opportunities for further study, using relevant advice if necessary;

4) is enterprising, believes in themselves, shapes their own ideals, sets goals and acts in their name, manages and makes adjustments to their behaviour and takes responsibility for their actions;

5) has the ability to clearly and relevantly express oneself, taking into account situations and partners in communication; to present and justify their positions; to understand and interpret different types of texts; knows and follows the rules of orthography;

6) is proficient in at least one foreign language at a level that allows them to communicate in writing and orally and to read and understand age-appropriate foreign-language texts;

7) is capable of resolving issues arising in various fields in everyday life that require the use of mathematical thinking methods (logical thinking and spatial reasoning) and presentation methods (formulae, models, diagrams, graphs).

8) understands the interrelations between man and environment, takes a responsible attitude to the environment and lives and acts in an environmentally sustainable manner;

9) knows how to pose natural science questions, discuss them, present scientific positions and make conclusions on their basis;

10) is able to get by in the world of technology and use technology for the designated purpose and with as little risk as possible;

11) is an active and responsible citizen who is interested in the democratic development of their school, home region and the state;

12) is able to express themselves creatively, has respect for art and cultural heritage;

13) values and follows a healthy lifestyle and is physically active;

14) thinks systematically, creatively and critically, is open to self-development.

In the third school stage, the main objective of teaching and education is to help students develop into responsible members of society, who cope independently in everyday life and who are able to choose a path that conforms to their interests and abilities. The following is the focus in the third school stage

1) maintaining learning motivation;

2) associating learning content and acquired skills with everyday life and introducing their applicability in future working life and future studies;

3) the mindful use of various learning strategies and development of self-analytical skills;

4) evaluation, planning, setting goals and assessment of results of longer-term study tasks (including research-based tasks);

5) development of special abilities and interests in students;

6) supporting students in making choices for further studies and career.

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

(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, cover fields that are prioritised in 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) The leading topics of the curriculum covered in teaching and education activities are as follows

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 recognises authorship, 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 healthful lifestyles, 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 laid down in appendix 14.

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

(1) The time and methods of organisation of teaching and education are set out in the school curriculum, the daily schedule and timetable of a school, taking into account the requirements laid down in the Basic Schools and Upper Secondary Schools Act and this Regulation.

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

(2) Studies may be organised in many ways: all subjects are learned throughout the academic year or the teaching of various subjects takes place at a certain time during the academic year; the teaching of general topic is used where certain topics are focused on without distinguishing between conventional subject lessons.

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

(3) The number of lessons per week in each subject field by school stage is as follows

1) Language and literature 19 15 12 2) Physical education 8 8 6 3) Art subjects 10.5 7 6 4) Natural science 3 7 20 5) Mathematics 10 13 13 6) Social subjects 2 6 10 7) Technology 4.5 5 5 8) Foreign languages 3 12 18

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

(3¹) In a school or class where the language of instruction is Estonian, Estonian is studied according to the syllabus ‘Estonian language’, except in the case provided in subsection 1 of § 17. In a class with a language other than Estonian as the language of instruction, Estonian is generally learned according to the syllabus ‘Estonian as a second language’, unless the school’s curriculum or individual curriculum provides that Estonian is learned according to the syllabus ‘Estonian language’. In a class with a language other than Estonian as the language of instruction, there are differences in the number of lessons per week in the subject field ‘Language and literature’, which are provided in appendix 1.

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

(3²) Foreign language A is English, German or French and foreign language B is English, German, French, Spanish, Finnish, Swedish, Russian, Latvian or another foreign language in accordance with the procedure laid down in the school curriculum. A student who studies Estonian as a second language is not required to study foreign language B.

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

(3³) Students are offered the opportunity to choose between two or more foreign languages when starting to learn foreign language B.

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

(3⁴) The estimated distribution of lessons per week to achieve the learning outcomes of compulsory subjects is provided in appendices 1 to 8. The distribution of lessons per week within the school stages is determined in the school curriculum.

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

(4) In addition to the provisions laid down in subsection 3, the school curriculum must provide for the use of eight lessons per week in the first school stage of basic school, ten lessons per week in the second school stage and four lessons per week in the third school stage. The number of lessons in a class with a language of instruction other than Estonian is determined on the basis of the number of lessons per week in a subject field specified in subsection 3 of § 15 and the maximum permitted weekly workload.

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

(5) For the purpose of taking into account the unique characteristics of the school or regional characteristics, organising vocational preliminary training or vocational education or using optional subjects and integrated subject and language teaching (including language immersion), a basic school may, with the consent of the school’s board of trustees, amend the list of compulsory subjects and leading topics of the curriculum specified by the national curriculum (among other things, merge and restructure the subjects) and change the arrangement of teaching time, ensuring its students attain the general competencies, learning outcomes and the required knowledge, skills and attitudes set forth in the national curriculum by the end of each school stage. These differences are described in the school curriculum and the student’s parents or, in the case of a student with active legal capacity, the student must be notified thereof. In the case of the above differences, final grades or assessments must be presented at the end of the school year in the first and second school stage at the request of a parent or, in the case of a student with active legal capacity, at the request of the student, and at the end of the school year in the third school stage for all students, on the basis of the list of compulsory subjects in the national curriculum.

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

(6) With the consent of the school’s board of trustees, the basic school may, in its activity, proceed from the principles and aspirations approved by the European Council for Steiner Waldorf Education and organise the studies stemming therefrom in a manner in which the learning outcomes set forth in the national curriculum for the first and second school stages are not sought by the end of the respective school stage. The relevant exceptions are specified in the school curriculum and the school curriculum is co-ordinated with an organisation uniting schools in Estonia that follow the principles of Waldorf education and is dedicated to organising co-operation between Waldorf educational institutions and greater popularisation and development of Waldorf teaching methods.

(7) In the third school stage that provides vocational preliminary training in music and dance, speciality courses of professional orientation studies may, with the consent of the school’s board of trustees, be taught instead of subjects in the subject fields of art, technology and physical education without seeking the attainment of the learning outcomes set out in the national curriculum in these subject fields.

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

(8) In the third school stage, the basic school organises for students creative work that is based on leading topics of the curriculum or integrates subjects, such as a research paper, project, artwork or the like. The theme for the creative work is selected by the school and the precise choice of topic is made by the students. The creative work may be completed either individually or collectively. The organisation of the creative work is described in the school curriculum.

(9) With the consent of the student or, in the case of a student with limited legal capacity, of the student’s parent, and with the agreement of the head of school or a teacher authorised by the head of school or some other person working in the field of teaching and education, the school may consider the studies or activities falling outside the school’s curriculum, including studies in some other general education school, as part of the teaching carried out by the school, on the condition that it enables the student to attain the learning outcomes set forth in the school or individual curriculum.

[RT I, 28.08.2013, 1 – entry into force 01.09.2013]

(1) Class or subject teachers monitor the development of their students and how they cope at school and, where necessary, adjust studies based on the student’s needs. To develop the student’s abilities and talents to the highest possible level, the basic school must ascertain the student’s individual learning needs, select suitable educational methods and arrange for differentiated study. Basic schools ensure for students who fall temporarily behind with respect to the achievement of required learning outcomes additional pedagogical instruction outside of lessons.

(2) Where necessary, the basic school provides consultation to the student’s parent in supporting the development of the student and in learning at home.

(3) Basic schools must provide information to students and parents on opportunities for further studies and ensure the availability and systematic, needs-based organisation of career services for students (career studies, information and counselling).

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

(4) Basic schools ensure the availability of information on the organisation of teaching and education as well as consultation and counselling in matters related to studies to students and their parents. The primary study topics, necessary study materials, organisation of assessment and planned events are announced to students at the beginning of the academic quarter or semester.

(1) If a student with a mother tongue other than Estonian is studying at a basic school where the language of instruction is Estonian, or the student has arrived from abroad where the experience of Estonian-language instruction in basic school has been less than six academic years, the school may organise study of Estonian on the basis of the ‘Estonian as a second language’ syllabus, with the consent of the student or, in the case of a student with limited legal capacity, the consent of the student’s parent.

(2) In the case of a student who has lived in Estonia for less than three years, foreign language B study may be waived on request of the student or, in the case of a student with limited legal capacity, on request of the parent. The lesson allocation set forth in subsection 4 of § 15 may be used to support students’ studies.

(3) In the case of students with a mobility disability, the school may set, using the school curriculum or an individual curriculum, 10 academic years as the standard period of study in basic school.

(4) In the case of students with speech impairments, the school may set, using the school curriculum or an individual curriculum, 10 academic years as the standard period of study in basic school, increase the study volume of the field of language and literature and waive foreign language studies.

(5) In the case of students with hearing impairments, the school may set, using the school curriculum or an individual curriculum, 11 academic years as the standard period of study in basic school, increase the study volume of the field of language and literature and waive foreign language studies. Additional language lessons may be replaced by sign language lessons.

(6) In the case of students with visual impairments, the school may set, using the school curriculum or an individual curriculum, 10 academic years as the standard period of study in basic school and increase the study volume of the field of technology.

(7) 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 as long as it does not involve a change in the period of study compared to the standard period of study or a reduction or substitution of the learning outcomes set out in national curricula. The agreement is formalised between the school and the student or, where the student has limited active legal capacity, a parent in the map of observation of the student’s individual development.

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

(8) The school draws up an individual curriculum for a student if

1) the student is subject to an organisation of studies in which the student has very little involvement in classroom learning;

2) the student’s curriculum differs from the curriculum drawn up for the class;

3) the student’s time of completion of a class or standard period of study is changed;

4) an external advisory team has made a recommendation to reduce or substitute the learning outcomes set out in national curricula or release the student from having to study a compulsory subject to support the student’s development.

(9) An individual curriculum is drawn up for all students with moderate, severe and profound learning difficulties.

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

(1) The arrangement of teaching time in non-stationary studies is specified in the school curriculum, ensuring that students attain the general competencies, learning outcomes and knowledge, skills and attitudes specified in the national curriculum by the end of the school stage, and taking into account the academic workload provided for in § 22 of the Basic Schools and Upper Secondary Schools Act and the exceptions provided for in subsections 2 and 3 of this section.

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

(2) In the case of non-stationary studies, physical education, manual training, handicraft and home economics and technology studies, are not compulsory subjects.

(3) In the case of a student enrolled in non-stationary studies, foreign language B study may be waived on request of the student.

(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) The school provides written feedback to students, and in the case of a student with limited legal capacity also to the parent, on the student’s behaviour (including care and attentiveness) at least twice an academic year in accordance with the procedure set forth in the school curriculum.

(4) 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 and assessment. 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.

(5) Requirements for student behaviour are laid down in the rules of procedure of the basic school.

(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 knowledge and skills pertaining to the subject and the subject field (including general competencies, the knowledge, skills and attitudes required by the end of the school stage and the 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 basic 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.

(1) The student’s subject-related knowledge and skills are compared with the expected learning outcomes listed in the syllabus that forms the basis for the student’s studies. Subject-related knowledge and skills can be assessed both in the course of studies or at the end of the study topic.

(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 allow the student to continue studies or graduate from the school without having significant difficulties in coping with further studies or future life;

4) the grade ‘2’ or ‘poor’ is awarded for the achievement of the learning outcomes for the period or topic in question if there has been development in terms of these learning outcomes, but it is insufficient for the student to manage without significant difficulties in their further studies or future life;

5) the grade ‘1’ or ‘weak ’is awarded for the achievement of the learning outcomes for the period or topic in question if the learning outcomes achieved do not allow for the student to manage without significant difficulties in their further studies or future life and there has been no development in terms of these learning outcomes.

(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) Basic schools may use internally 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 for the current academic year and the grades received during the current academic quarter are converted to a five-point scale.

(5) At the second and third school stages of basic school, verbal assessments without any numerical equivalent may be used upon assessment of students. The use of descriptive verbal assessments is provided for in the school curriculum. Where a student leaves school or not later than at the end of the second school stage, the verbal assessments of the current academic year, which serve as the basis for the transfer of the student to the next class, are transformed to the grade scale specified in subsection 2.

(6) If the use of unauthorised assistance or copying is discovered during assessment, the 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.

(7) 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.

(1) Summative assessment consists of summarising of grades into semester grades and semester grades into yearly grades.

(2) The basic school may raise the frequency of summarising grades and use, in lieu of semester grades, for example, quarterly or trimester grades. In such a case, the provisions of this section for semester grades are applied to the final grades being used in lieu of the semester grades.

(3) The certification of knowledge and skills also means summarised assessment if the school, according to subsection 9 of § 15, considers studies or activities falling outside the school’s curriculum as part of the teaching carried out by the school.

(4) The student and, in the case of a student with limited legal capacity, also the parent is notified of the final grades.

(5) At the first and second school stage, summarising assessment may employ the use of summarised descriptive verbal assessments twice an academic year, which need not have a numerical equivalent. The summarising assessment must clearly reflect to what extent the learning outcomes have been achieved.

(6) If a semester grade or assessment of a subject has not been given and the student did not take the opportunity to retake the subject, the knowledge and skills acquired in the corresponding semester are assed as ‘weak’ or an equivalent verbal assessment is given.

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

(7) In the case of students whose semester grade was ‘poor’ or ‘weak’, and who were given an equivalent verbal assessment or who were not assigned a grade, an individual curriculum is prepared in that subject or another support system is assigned (such as speech therapy, remedial studies etc) pursuant to the provisions of the school curriculum, to help the student acquire the required knowledge and skills.

(8) The teachers’ council decides on the basis of the semester grades or assessments whether the student should progress to the next grade, be assigned supplementary study or if they should repeat the year. The decision on progression of students to the next grade is made before the end of the last quarter of the academic year.

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

(9) A student is assigned supplementary study in subjects in which, based on the semester grades or assessments, a yearly grade of ‘poor’ or ‘weak’ or an equivalent word evaluation should be given. The teachers’ council decides on assigning supplementary study before the end of the last quarter of the academic year. In the framework of supplementary study, the student must, under the direct supervision of the teacher, complete special assignments to acquire the knowledge and skills required in the curriculum. Supplementary study is carried out after the end of the last quarter of the academic year. The yearly grade or assessment is assigned after the end of the supplementary study, taking into account the results of the supplementary study.

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

(10) By justified decision of the teachers’ council, a student may be obliged to repeat a grade in exceptional cases if the student has a yearly grade of ‘poor’ or ‘weak’ or an equivalent word assessment in three or more subjects, the supplementary study has not produced results, and it would not be expedient to achieve the learning outcomes required in the curriculum by applying an individual curriculum or other support systems applied in the school. In making the decision, the teachers’ council involves the student or their legal guardian and hears their opinion. The decision of the teachers’ council must list the considerations on the basis of which it was considered expedient for the student to repeat the grade.

(11) By justified decision of the teachers’ council, a student may be obliged to repeat a grade if due to unjustified absenteeism the student has a yearly grade of ‘poor’ or ‘weak’ or an equivalent word assessment in three or more subjects. In making the decision, the teachers’ council involves the student or their legal guardian and hears their opinion.

(12) Ninth-grade students are given their yearly grades before the final examinations are held, except for subjects in which the student is assigned supplementary study.

(13) The terms set forth in subsections 8 and 12 are not applied with regard to students for whom an individual curriculum has been prepared in which exceptions are set forth with regard to the time for progression to the next grade.

(1) Students whose final yearly grades in subjects are at least ‘satisfactory’, who have carried out creative work in the third school stage and who have obtained at least 50 per cent of the maximum score in the Estonian examination, mathematics examination and an examination of their choice graduate from basic school.

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

(1¹) A student whose language of instruction is not Estonian, who studies in a language immersion class or who began studies in a school or class where the language of instruction is Estonian within the last six academic years may take, instead of the Estonian examination specified in subsection 1, the harmonised final examination in Estonian as a second language, which is combined with a B1 or B2 language proficiency level examination.

[RT I, 14.07.2020, 18 – entry into force 17.07.2020]

(1²) Where a student took the harmonised final examination in Estonian as a second language combined with B2 language proficiency level examination but failed to obtain a result required for the issue of a certificate of proficiency, the result of the harmonised final examination of basic school combined with B1 Estonian language proficiency level examination is taken into account upon graduation from basic school.

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

(2) On the basis of a written request by the student or their legal guardian and a decision of the teachers’ council, a student who has a ‘weak’ or ‘poor’ final yearly grade in up to two subjects or who has obtained a score of less than 50 percent of the maximum score in up to two final examinations may be considered to have graduated from basic school and be awarded a basic school graduation certificate.

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

(3) 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. students with special educational needs have the right to take basic school final examinations on special conditions pursuant to the conditions and procedure for organising final examinations established by Regulation of the Minister of Education and Research, on the basis of subsection 2 of § 30 of the Basic Schools and Upper Secondary Schools Act.

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

(4) [Repealed RT I, 14.07.2020, 18 – entry into force 17.07.2020]

(4¹) A student who has been issued a proficiency level C1 certificate in the Estonian language in accordance with the Language Act is not required to take the basic school final examination in Estonian as a second language.

[RT I, 14.07.2020, 18 – entry into force 17.07.2020]

(5) A student who has previously studied in a foreign country, who before the taking place of final examinations has studied in a basic school in Estonia for up to three consecutive academic years and for whom an individual curriculum has been compiled for studying Estonian, may take the Estonian or Estonian as a second language examination as a school examination, prepared on the basis of the individual curriculum drawn up for them. The preparation and assessment of the school examination is based on the provisions laid down in §§ 20–22.

(6) An external student is considered to have graduated from basic school if they have passed the basic school final examinations and passed the subject examinations in courses in which they lack grades to be entered into the basic school graduation certificate 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, handicraft and home economics or technology studies. Schools where non-stationary studies are implemented are obliged to create conditions for graduation as an external student for a person beyond the compulsory schooling age who has submitted a relevant written application to the school by 1 November of 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.

(1) The basic school prepares 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 basic 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 stakeholders in the preparation of the curriculum. The head of the upper secondary school is responsible for the democratic organisation of the preparation, implementation 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 subject field syllabuses. In schools where studies are conducted on the basis of both the national curriculum for basic schools and the simplified national curriculum for basic schools, subject field syllabuses based on the national curriculum for basic schools as well as subject syllabuses and/or syllabuses of fields of activity based on the simplified national curriculum for basic schools are provided as part of the school curriculum.

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

(6) The general part of the school curriculum must provide

1) school values and characteristics, learning and educational objectives of the school, integration possibilities within and across disciplines, principles for the development of general competencies and the treatment of leading topics of the curriculum;

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

2) organisation of studies – arrangement of teaching time by subject and grade, including the use of lessons specified in subsection 4 of § 15, choice of optional subjects and foreign languages, use of languages of instruction other than Estonian by subject, differences made in the names of subjects or study volumes set out in the national curriculum and the reasons for such differences;

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

3) activities planned for diversifying the learning environment, including activities supporting the implementation of the curriculum, study trips and other such activities;

4) procedure for the selection of the topic, instruction, preparation and assessment of the creative work at the third school stage;

5) organisation of support and assessment of student development and learning;

6) principles for the organisation of studies of students with special educational needs, procedure of implementing support services;

7) organisation of career studies, including career information and counselling;

8) organisation of informing and counselling students and parents;

9) principles of planning the co-operation and work of teachers;

10) procedure for updating and supplementing the school curriculum.

(7) The methods for supporting the development of general competencies through subjects in subject fields, the treatment of leading topics of the curriculum and the integration of subjects are presented for all subjects of the subject field as a whole. The learning outcomes and content of subjects, including the list of practical work, is presented by subject and grade.

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

(8) Where a school implements the teaching of general topics or the integrated teaching of subjects, the school presents learning outcomes by grade in such a way that they reflect all the learning outcomes of integrated subjects. In the case of learning outcomes of subjects that are not integrated, learning outcomes are presented separately by subject.

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

(1) Schools must bring teaching and educational activities and the school curriculum into conformity with this regulation

1) by 1 September 2011 in the case of the first, fourth and seventh grade;

2) by 1 September 2012 in the case of the second, fifth and eighth grade;

3) by 1 September 2013 in the case of the third, sixth and ninth grade.

(2) School study activities and curricula are brought into compliance with subsection 4 of § 15 no later than 1 September 2011. Until the end of academic year 2010/2011, a school in the third school stage where the language of instruction is Estonian may provide for the use of six lessons per week and a school with a language of instruction other than Estonian may provide for the use of three lessons per week in the school curriculum.

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

(4) A school’s teaching and education activities and the 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) until they are brought into compliance with this Regulation.

(5) Until 1 September 2013, the completion of creative work is not a condition for graduation from basic school.

(6) In the academic year 2010/2011, schools where non-stationary studies are implemented are obliged to create conditions for graduation as an external student for a person beyond the compulsory schooling age who has submitted a relevant written application to the school by 1 February of the current academic year.

(7) School curricula are brought into compliance with §§ 4 and 24 of this regulation and its appendices no later than 1 September 2015. School curricula must comply with §§ 4 and 24 of the national curriculum for basic 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]

(8) School curricula are brought into compliance with appendix 8 of this regulation no later than 1 January 2018.

[RT I, 22.07.2017, 1 – entry into force 25.07.2017]

(9) A student who has been issued at least a proficiency level B2 certificate in the Estonian language in accordance with the Language Act is not required to take the basic school final examination in Estonian as a second language in the academic year 2020/2021.

[RT I, 14.07.2020, 18 – entry into force 17.07.2020]

(10) School curricula and the organisation of studies are brought into compliance with subsections 6 to 9 of § 1, clause 7 of subsection 4 and subsection 7 of § 4, clauses 1 and 5 of subsection 3 and subsection 4 of § 14, subsections 3 to 32, 34 and 5 of § 15, subsection 3 of § 16, subsection 1 of § 18, subsection 2 of § 20, clauses 1 and 2 of subsection 6, subsections 7 and 8 of § 24 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]

(11) School curricula are brought into compliance with appendix 1 of this Regulation no later than 1 September 2023.

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

(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) The final yearly subject 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 yearly grade, the pass/fail assessment may be used for final yearly grades for subjects in the academic year 2019/2020 on the conditions and in accordance with the rules provided in the school curriculum.

(3) On the basis of a decision of the teachers’ council, students are not required to complete creative work specified in subsection 8 of § 15 in academic years 2019/2020 and 2020/2021 if it is not possible due to the emergency situation.

(4) The provisions of subsections 1 to 5 of § 23 are not applied to graduation from basic school in the academic year 2019/2020 and a student whose final yearly grades in subjects are at least ‘satisfactory’ or, in the case referred to in subsection 2, ‘passed’ graduates from basic school.

(5) By a decision of the teachers’ council and upon a request made by the student or their legal guardian in a form reproducible in writing, a basic school graduation certificate may be issued in the academic year 2019/2020 to a student whose final yearly grade is ‘weak’ or ‘poor’ in up to two subjects or ‘failed’ in the case referred to in subsection 2.

(6) [Repealed RT I, 03.03.2021, 9 – entry into force 06.03.2021]

(7) Students whose language of instruction is not Estonian, who study in a language immersion class or who began studies in a school or class where the language of instruction is Estonian within the last six academic years and who have not been issued a proficiency level B1 certificate in the Estonian language are given the opportunity to take the final examination in Estonian as a second language combined with B1 Estonian language proficiency level examination, the passing of which is not a condition for graduation.

[RT I, 06.05.2020, 51 – entry into force 09.05.2020]

(1) Students whose final yearly grades in subjects are at least ‘satisfactory’ or ‘passed’, who have carried out creative work specified in subsection 8 of § 15 in the third school stage and who have taken the final examinations required for graduation from basic school pursuant to the Basic Schools and Upper Secondary Schools Act, regardless of examination results, graduate from basic school.

[RT I, 03.03.2021, 9 – entry into force 06.03.2021]

(2) On the basis of a decision of the teachers’ council, students are not required to complete creative work specified in subsection 8 of § 15 in academic year 2020/2021 if it is not possible due to the emergency situation of the previous academic year or due to study organisational differences implemented by the school in the academic year 2020/2021 to protect students’ safety.

[RT I, 03.03.2021, 9 – entry into force 06.03.2021]

(3) By a decision of the teachers’ council and upon a request made by the student or their legal guardian in a form reproducible in writing, a basic school graduation certificate may also be issued in academic year 2020/2021 to a student whose final yearly grade is ‘weak’ or ‘poor’ in up to two subjects.

[RT I, 03.03.2021, 9 – entry into force 06.03.2021]

(4) A basic school graduate who falls ill or is unable to take the examination during the scheduled examination time due to a reason deemed valid by the head of the school takes the make-up examination as a school examination.

[RT I, 03.03.2021, 9 – entry into force 06.03.2021]

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

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

(6) The final yearly subject 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 yearly grade, the pass/fail assessment may be used for final yearly grades for subjects in the academic year 2020/2021 on the conditions and in accordance with the rules provided in the school curriculum.

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

(1) Students whose final yearly grades in subjects are at least ‘satisfactory’ or ‘passed’, who have carried out creative work specified in subsection 8 of § 15 in the third school stage and who have taken the final examinations required for graduation from basic school pursuant to the Basic Schools and Upper Secondary Schools Act, regardless of examination results, graduate from basic school.

(2) By a decision of the teachers’ council and upon a request made by the student or their legal guardian in a form reproducible in writing, a basic school graduation certificate may also be issued in the academic year 2021/2022 to a student whose final yearly grade is ‘weak’ or ‘poor’ in up to two subjects.

(3) A basic school graduate who falls ill or is unable to take the examination during the scheduled examination time due to a reason deemed valid by the head of the school takes the make-up examination as a school examination.

[RT I, 12.04.2022, 7 – entry into force 15.04.2022]

[Omitted from this text.]