Subjects

Veritas operates in Hungary, which means it is essential that we provide our students with a high level of knowledge of the Hungarian language, its linguistic characteristics, and the most important works of Hungarian literature. The program is tailored to the requirements of the intermediate-level Hungarian language and literature érettségi exam.

At Veritas, students must meet the foreign language requirements set by the Hungarian state by the end of the 11th grade. Achieving the C1 language level according to the Common European Framework of Reference for Languages (CEFR) is a prerequisite for advancement. For this reason, the number of compulsory lessons can be reduced in secondary school grades. Therefore, in grades 10, 11, and 12, we teach the subject in 2 lessons per week instead of the state-required 4 lessons.

Students can choose Spanish or German as their second foreign language from the 9th grade onwards. The content is organized in all cases in a manner similar to and in accordance with the Hungarian curriculum, but experience shows that the high output requirements for the first foreign language and the high number of subjects taught in the first foreign language also have an impact on the second foreign language, meaning that progress is faster than expected.

At Veritas, in addition to A2-level knowledge of Latin, emphasis is also placed on cultural and text processing elements, often in an interdisciplinary manner, in other lessons too (history, logic, rhetoric).
Studying Latin develops students’ native language communication skills through the systematic use of linguistic concepts, the discovery of the multi-layered meanings of texts, and the production of accurate and stylistically faithful translations.
In the case of Latin, foreign language competence is developed through reading and interpreting written texts. The logical analysis of text composition plays an important role in learning Latin. This activity strengthens logical skills similar to those used in mathematics: the ability to analyze and synthesize, to search for connections based on concepts, and to follow chains of reasoning. These skills will help students understand phenomena and solve problems in various areas of life.

Over the years, we expand students’ knowledge of history and geography, teaching the two subjects in an interdisciplinary manner. We begin first grade with local history and geography, then gradually broaden our focus. Our goal is to bring history and geography to life for our students through the use of a variety of sources, thus enriching our lessons with practical elements. We provide students with a comprehensive but not superficial introduction to Western societies, their significant leaders and thinkers, their movements, and their unique role in the growth of Christianity.

Our interdisciplinary and integrated subject, named Science provides an opportunity to present topics traditionally taught as separate subjects in a coordinated manner, without overlap, thereby promoting understanding of the connections between them. For example, geography, from the Big Bang to the formation of the solar system, is closely related to the topics of plate tectonics, forces, magnetism, atomic structure and radioactivity taught in the chemistry module, radioactive dating taught in biology, and cycles from the biology module. The scientific content of biology, chemistry, and physics is enriched with numerous projects, it is deepened into knowledge that reveals the wonderful order of the created world to our students.

Our goal is to ensure that our students acquire a comprehensive knowledge of mathematical functions and tables, emphasizing the conceptual and practical understanding of mathematics, mainly through word problems, and revealing God’s unchanging character through timeless logical mathematical systems, which He gave to man as a gift of understanding. The three pillars of the subject are algebra, arithmetic, and geometry.

Complex arts education is one of the most important features of the classical Christian curriculum. This subject integrates the content of two subjects from the Hungarian framework curriculum: visual culture and media studies.

The subject is integrative, as Art of Seeing incorporates the curriculum content of two subjects in the Hungarian framework curriculum, digital culture and technology and design.
Within the framework of the class, students also learn the basic of chess. By using chess as a teaching tool and a system of rules, the course also aims to develop combinatorics and abstraction, design skills, and creativity. In addition, the course helps develop several skills and learning methods that will become important later on: sportsmanship and competitive spirit, orderliness, and concentration.

The subject is fully aligned with Hungarian requirements, and we insist on adherence to the curriculum, particularly with regard to compulsory fitness and health assessments. Health protection and support for competitive sports are key values at Veritas. We grant exemptions from two physical education lessons per week to students who are doing sports, but extra sports hours and activities may also be rewarded with School Community Service hours.

See at Rhetoric, in specialized subjects, but also integrated into Worship Time.

This subject is a core requirement at Veritas School in the US. It is very interdisciplinary and covers three thematic groups: 1. The target language civilization, which fully complies with Hungarian curriculum requirements in terms of content and number of lessons. 2. Economic geography, which also fully complies with the Hungarian curriculum requirements in terms of content and number of lessons. 3. Finally, the Omnibus subject itself, which does not exist in Hungary, so it does not comply with the national curriculum, but with classical Christian requirements. It combines and complements the target language civilization and history subjects of the Hungarian system. It thus covers a number of areas: literature, cultural history, religious history, and theology.

Students learn about the Bible and the story of salvation. Our goal is to encourage them to understand the text and its context, which we support with numerous principles of biblical interpretation. With the help of teacher, illustrations and explanations, we let the Holy Scriptures speak for themselves. We highlight why the Bible can be considered “the Book.”
The fundamental task of Bible studies is to teach the truths of the Bible, to introduce the Heavenly Father as a Creator and Provider, and, based on this, to develop and shape children’s relationships with their peers, families, and environment, as well as their value system, norms, and ways of thinking and behaving. The Bible and its teachings date back thousands of years. Religious education, which has now been reintroduced into Hungarian public education, is essential for the younger generation to be able to face the many new and old challenges of our time as Christians. The most important pedagogical feature of the subject, as with moral education, is the transmission of values and the fact that the basic truths of God’s Word increasingly become the internal compasses for the students’ behavior.

This subject does not exist in the Hungarian primary and secondary school system. The Veritas curriculum classifies the subject as part of mathematics education. The reason for this is that logic is the science of valid conclusions and proofs, as well as related philosophical, mathematical, linguistic, and scientific methodological issues. Logic is part of philosophy, on the one hand because of its traditional classification, and on the other hand because logical theories are closely related to epistemological and linguistic-philosophical issues. In addition, since the end of the 19th century, logic has been inextricably intertwined with mathematics.
The aim of the subject is to develop mathematical and deductive logical skills, strengthen logical thinking, and interpret mathematical methods such as diagrams and tables.
Later, this is supplemented by the following: the development of inductive logical and reasoning skills, thereby increasing student performance in the social sciences (e.g., thesis writing).

The subject is integrative and includes singing and music in 9th and 10th grade, supplemented by the rhetoric block of the final stage corresponding to the Trivium system of the classical Christian curriculum.
The aim of the rhetoric class is to introduce students to outstanding historical orators and their works through the analysis of speeches using ethos, logos, and pathos.
Our goal is for students to learn the key concepts of persuasive communication, argumentation, and writing.
The course is organized around the concept of the Trivium: knowledge (grammar), understanding (logic), and the communication of knowledge in the form of well-founded opinions and arguments (rhetoric). Thus, the subject is closely related to other core subjects such as history, logic, English language and literature, and sciences, thereby providing a solid foundation for understanding and evaluating these areas. Rhetoric therefore acts as an interdisciplinary bridge between subjects.

It is more of a program than a separate subject: an integrative methodology and collaboration in the areas of text comprehension and text composition. Thus, it affects Hungarian language and literature, English language, Omnibus, and Rhetoric subjects. In terms of curriculum content, it appears primarily in Rhetoric, and students practice text composition in separate sessions through the Supported Study and the tutoring system.
The program is one of the fundamental requirements of the Veritas system, preparing students to be able to compose objective, scientific texts (beyond argumentative essays) by mastering rhetoric. The Hungarian adaptation of the program requires students to compile and defend a portfolio of scientific and official text types. The primary goal of the program is to familiarize students with scientific writing, thereby developing skills such as critical, analytical, conceptual, and research thinking and attitudes, conceptualization skills, communication skills, general writing skills, research skills, time management, and digital skills. Furthermore, thesis writing introduces students to the world of academic texts before they enter university, familiarizing them with their most important components, structure, referencing system, and the associated research and text composition work.