We offer the IB Diploma Programme, a curriculum entirely taught in English. We are a new, and unique, European innovation hub. Our school is designed as an innovative platform where entrepreneurs, professionals and students collaborate together.


We are a young DP programme. Our first cohort graduated in 2017 with only 8 students. This year, 2020/21, we have 41 students graduating. In the past few years destinations for university have expanded across Europe and other continents. We have predominantly Italian students learning in their second language. Our faculty are 80% mother tongue speakers. Staff retention is a priority for us. However we see that students are incredibly adaptive, now more so than ever given the global pandemic, but it is nonetheless a challenge for them changing teachers mid way through a study programme. 

The school has a business focus and we favour business oriented subjects over arts. Thus, we offer the Visual Arts course, but don’t offer music or dramatic arts at our school. This year, psychology too is only available via the online Pamoja platform. We also have not offered Psychology this year and those who have chosen this subjects have been given the option of learning through Pamoji online. In these cases students manage their own learning and are given the responsibility of keeping on track with their tasks and assignments.


Our pedagogical approach beyond the well known IB structure and values has a strong focus on human potential that begins in much earlier years at our school. We encourage personal growth and development through all the activities that students have to develop. As a result, students can reach their higher education career well equipped on self-awareness, self-management skills and proactive attitude towards their student life. 

We aspire to a world in which education is a generative agent of change, through the discovery of personal talents, and the realisation of one’s full potential for the greater good”


Group 1

Language or Language and Literature

Italian Literature or

English Literature or

English Language & Literature

Group 2

Language acquisition

Italian, English, French,

Spanish or German

plus ab initio languages

Group 3

Individuals and Societies

Business Management,  Psychology,

Economics, ESS, History & Philosophy

Group 4


Biology, Chemistry,

Computer Science,

Design Technology, ESS & Physics

Group 5


Mathematics HL/SL

Applications & Interpretations

Analysis & Approaches

Group 6

The Arts

Another Group 1, 2, 3 or 4 subject


Extended Essay, Theory of Knowledge and Creativity, Activity and Service and six subject groups.


Students should choose one subject from each of the six groups (from 1 to 6), or five subjects from each of 1 to 5 groups and a second subject from groups 2, 3, or 4.  Three subjects are to be taken at “Higher Level” and three are to be taken at “Standard Level.”

We utilise digital tools in order to bring the latest and most valuable innovations into our classrooms and provide an idea-inspiring learning environment.

EE – The Extended Essay

The Extended Essay is an independent, self-directed piece of research, concluding with a 4000-word paper.
The two campuses share common Internal Assessment and EE timelines, with teachers from both premises sitting in the EE panel.

TOK — Theory of Knowledge

TOK asks students to reflect on the nature of knowledge, and on how we know what we claim to know.

The TOK coordinator is responsible for the development of the programme on both campuses, monitoring the student’s progress and organising the “TOK day”, a special activity that occurs twice a year (in December and May) and engages the students and the teachers of both Oderzo and Ca’Tron.

CAS — Creativity, Activity, Service

CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.
Joint CAS projects are undertaken by the whole students’ cohort assisted by a common CAS Coordinator, with the support of CAS advisors on site.

Providing a Digital Learning Environment

We utilise digital tools in order to bring the latest and most valuable innovations into our classrooms and provide an idea-inspiring learning environment.

Predicted Grades

The PG’s for university applications are based upon three principal factors: the end of DP1 report, clearly identified/quantified progress in the first months of DP2, and the teacher’s professional judgement as to where the student might reasonably be expected to reach by the May examination sessions. During this pandemic year, the process remains essentially the same, although teachers are keenly aware of changes the IB has made to certain papers and components and the consequent modifications in values and weightings afforded to each element.



We currently do not have an awards system at our school. We are developing ways we would like to recognise excellent students.

We encourage the self-fulfillment of students, so that they can grow to be independent, creative, self-confident, able to cooperate, transform ideas into action and create their own future. This includes students with Special educational Needs, we have a dedicated team to support the staff and students to facilitate learning and foster growth.

Students have received offers from universities all over Europe.

Most popular University Subjects









ARTS: 4%




Universities our students have gone on to study at

Università Cattolica
Università Bocconi
University of Amsterdam
Università di Trieste
Ca’ Foscari
University of Sussex
Coventry University London
University of Verona
University of Amsterdam

Reading university
University of Padua
University of Amsterdam and the Hague

SAE Milano
Wagenigen university and research
Uni of Westminster

Countries on Application Lists

ITALY: 32%


UK: 8%




SPAIN: 13%












Students’ quotes

Tommaso Catuzzato – Political science student at the University of Amsterdam

H-Farm ensured that when I graduated in 2019, I would be properly prepared to pursue a research university level of education. As I started my first year of university in September 2019, I realized that the level of education provided at H-farm, not only prepared me for university, but also prepared me to have the adequate knowledge and skills necessary to pursue my personal aspirations – such as founding a non-profit foundation in Amsterdam“.

Carolina Foroni – Mechanical Engineering Polytechnic of Turin

The years spent completing the IB Diploma Programme at H-FARM were very important for everyone in my cohort. Although the stress and the worries that come along with such an important step in one’s life were many, I was always supported by both my peers and teachers. My teachers were always motivating us to be at our best academically: challenging us to reason through problems but also always being there to help when in need. The workload during the program can be intense. However, all teachers always made sure we were not forced to complete an impossible quantity of tasks that could have taken a toll on our performance as students. This was mainly done through the organization between subjects, which aided our growth as balanced students. After completing the program I felt I was fully prepared to dive into my further studies. I am now studying mechanical engineering at the Polytechnic of Turin. H-FARM allowed me to foster indispensable skills, such as self-management skills on a heavy and difficult workload, social skills, and especially my critical thinking abilities. Along with all the subject knowledge I have gained, H-FARM gave me a fully rounded learning experience.“.

Following the Covid-19 emergency, we immediately put in place all of the necessary safety measures.