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Curriculum Overview

“Going further that I thought

Reaching higher than I imagined

Success beyond my hopes and dreams

Becoming the person I need to be”

House captains curriculum vision

We the children of Chipping Hill want;

To DREAM BIG - at our school we are taught our dreams have no limits.

To BELIEVE - at our school we are taught to believe in ourselves and each other, let no-one tell us we can’t.

To ACHIEVE - at our school we are taught that with the support and dedication of ourselves and school community we ‘can achieve whatever we put our minds to’.

DREAM     -     BELIEVE     -    ACHIEVE

Staff curriculum vision

Our curriculum must be far more than knowledge; it must provide our children with far reaching experiences and opportunities that are diverse, rich, aspirational and cogent which are diminishing in the technological world we currently live. It should spike their interest, provoke curiosity, widen their eyes and point to the future whilst learning from the past. Opportunities must be afforded to children that allow personal challenge and the possibility to question all. They must lead the learning and have scope to breathe in unforced and impassioned learning experiences. Learning must never be confined to the classroom and must promote skill application and a thirst for cerebration – where practical application and the ability to discharge what is learnt within the wider world and as a tool to excel within life.

Our vision for our children and staff

Chipping Hill children will be enabled, adaptable, brave, motivated and resilient – demonstrating equanimity at every turn. They will develop a thirst for learning and a hunger for opportunity. As practitioners we must embolden understanding that struggling leads to success, be dream builders, aspiration fuelers and coves of support and guidance. Together all can be achieved with integrity, honesty and genuine collaboration at the heart.

Our curriculum is clearly structured to ensure every child is developing their core skills, experiencing a broad and rich curriculum and do so alongside building excellent personal, social and emotional skills. 

The school builds experiences which will develop children’s skills and knowledge in all areas of learning incorporating the academic, physical, artistic, linguistic, scientific and technological.


PSHE vision 

The PSHE curriculum underpins all areas of both school and home life; it is important to the whole person and how we are valued in society.  PSHE is at the heart of all our values at Chipping Hill and it is embedded through our teaching, conversations, assemblies and in isolated PSHE lessons.  It is in our mission statement which empowers all our children to be the best that they can be:

·        Going further than I thought

·        Reaching higher than I imagined,

·        Success beyond my hopes and dreams,

·        Becoming the person I need to be

 It is also in our school promise; Every day I will be thoughtful, caring and kind.  

PSHE covers a range of topics and all of these are highlighted and taught in Chipping Hill. These strands of learning are:

  • Relationship education.

  • Drug, alcohol and tobacco education.

  • Keeping safe and managing risk. 

  • Mental health and emotional wellbeing

  • Careers, financial capability and economic wellbeing.

  • Identify, society and equality. 

  • SMSC

  • Personal development marker

  • First Aid 

    These subjects will support all young people in our care to be happy, healthy and safe - equipping them for life as an adult in British society.

We ensure that all children have the opportunity to gain understanding and awareness of themselves and the needs of others. Our PSHE programme is a personalised creation that takes guidance from the You, Me and PSHE scheme, St Johns Ambulance, the PSHE Association and Medway as well as responding to the needs of Chipping Hill students. This specialised programme is designed to foster a sense of self awareness, tolerance and understanding for others and preparation for the future. Lessons follow a sequenced approach to learning with prior learning utilised to foster a deeper understanding of new challenges. Through discussion, including circle time, making links with our own lives and various media, we aim to support the emotional growth and development of our children.

Relationships and Sex education

As a part of your child’s education at Chipping Hill, we promote personal wellbeing and development through a comprehensive Personal, Social, Health and Economic (PSHE) education programme. PSHE education is the curriculum subject that gives children the knowledge, understanding, attitudes and practical skills to live safe, healthy, productive lives and meet their full potential.

Aspects of the PSHE curriculum include a focus on the relationships and sex education (RSE). Lessons will include pupils learning about: Healthy relationships, including friendships; families; growing and changing, including puberty; personal hygiene; changing feelings; becoming more independent; keeping safe; developing self-esteem and confidence. Pupils will also have opportunities to ask questions.

As a school, we will only deliver the aspects that are statutorily defined within the National curriculum. We will ensure that children are taught only what they need to know at the appropriate age and only use agreed resources as defined by the PSHE association.

PSHE education is taught throughout the school in every year group and is monitored and reviewed regularly by the staff and governing body. Below are more details about our PSHE curriculum, Department for Education guidance and our RSE policy. All PSHE teaching takes place will take place in a safe learning environment. It is underpinned by our school ethos and values.


‘Reading is like breathing in and Writing is like breathing out.’

Reading Vision


‘Everyone is a reader at Chipping Hill and children will come to understand that reading can open up limitless learning.’


Chipping Hill Primary School aims to provide a clear, consistent, whole school approach to reading with whole class reading being at its heart. Competence in reading is the key to independent learning and is given the highest priority at Chipping Hill Primary School.  We believe that every single child can become a competent and fluent reader and this will enable all our children to become enthusiastic, independent and reflective readers. Success in reading has a direct effect upon progress in all other areas of the Curriculum and is crucial in developing children’s self-confidence and motivation.

Writing Vision

 ‘Everyone is a writer at Chipping Hill and all children will have the opportunity to become the writer they need to be.’

Chipping Hill Primary School aims to provide a clear, consistent, whole school approach to writing. The ability to write coherently and in a range of styles has a direct effect upon progress in all other areas of the Curriculum and is crucial in developing children’s self-confidence and motivation. Chipping Hill will ensure links with reading are explicit with the use of specific texts to engage children and inspire them to be creative, fluent writers.

At Chipping Hill, each writing unit writing follows an eight part sequence in Years 2 to 6. The class teacher will model each part of the writing sequence.

Establishing purpose and audience

Pupils are introduced to the genre and are immersed in this genre through a story or non-fiction text. Pupils are taught the different features of the genre.

Practising using their tools

Pupils are taught either grammar or  punctuation and have the chance to practise this skill.

Scaffolded task

Pupils are taught how to write a particular part of the genre and then write their own section using the teacher’s model as a guide.

Seeking/ imagining/ researching

As a class or in small groups, pupils generate their ideas based on the genre of writing.


Pupils plan their own version of the genre of writing.

Independent writing

Using their plan, pupils write over 2-3 days.


Pupils review and edit their work based on the teacher’s comments and marking.


Pupils read or perform their work to a partner in their class or a different year group.


Genres are only introduced in Year 1 when pupils are confidently writing a sequence of sentences.

In EYFS and continuing into Year 1, pupils are taught how to structure a sentence and when to use capital letters and full stops.

 In Year 1 pupils learn how to sequence sentences through 4 part picture stories. They look at the picture and think, say then write a sentence for each picture. The stories follows this sequence:

1. Introduction- there is a situation

2. Problem

3. Resolution- the problem is solved

4. Ending- the situation at the end

 This builds to pupils planning and writing their own 4 part story. When children have mastered this they move on to 5 part stories and then longer solving a problem story.


Year 1

  • Simple traditional/ fairy tales

  • Voyage and return story


  • Non-chronological reports

  • Recounts

  • Instructions


  • Poetry is shared and read to children

Year 2

  • Voyage and return story

  • Simple traditional/ fairy tales

  • Diary story 

  • Introduction to plays

  • Losing story

  • Fear story

  • Non-chronological reports

  • Recounts

  • Instructions

  • Persuasion


  • Free verse

  • Poems based on the structure of the poem studied

  • Poems on a given theme

  • Nonsense poetry

  • Acrostics

  • Shape poems


Year 3

  • Tricking the monster story

  • Guided voyage and return story

  • Plays into drama

  • Scene story

  • Triumphing story

  • Warning story 

  • Non-chronological reports

  • Recounts

  • Instructions

  • Persuasion

  • Explanation


  • Free verse

  • Poems based on the structure of the poem studied

  • Poems on a given theme

  • Haiku

  • Diamante poems


Year 4

  • Portal story

  • Triumphing story

  • Author study

  • Shakespeare study

  • Defeating the Monster story

  • Buddy story


  • Non-chronological reports

  • Recounts  (newspaper reports) 

  • Instructions

  • Persuasion

  • Explanation

  • Letters

  • Free verse

  • Poems based on the structure of the poem studied

  • Poems on a given theme

  • Performance poetry 

  • Tanka

  • Cinquains

Year 5

  • Plays into drama

  • Portal story

  • Rags to riches story

  • Defeating the monster story

  • Finding story

  • Scene story


  • Non-chronological reports

  • Recounts  (autobiography/ biography)

  • Persuasion

  • Explanation

  • Discussion

  • Mixed Genre



  • Free verse

  • Poems based on the structure of the poem studied

  • Poems on a given theme

  • Crown cinquains

  • Nonets

  • Narrative poetry


Year 6

  • Multiple narrator story 

  • Author study 2 

  • Classic fiction study

  • Shakespeare study 2

  • Quest story (in chapters) 

  • Character flaw story

  • Persuasion

  • Explanation

  • Discussion

  • Mixed Genre

  • Mixed Genre

  • Mixed Genre


  • Free verse

  • Poems based on the structure of the poem studied

  • Poems on a given theme

  • Renga

  • Classic poetry

  • Rondelets

Writing and Spelling

In Reception and Year 1, children are taught to apply their phonics knowledge when writing unfamiliar words. Similar to reading, children are encouraged to segment sounds in a word to help them write the correct graphemes. This also applies in Year 1, where children’s spelling skills are extended to include suffixes and prefixes, with the root words mostly being phonetically regular.

Phonics into Spelling in Years 2-6 

From Year 2 upwards emphasis is placed on using phonics to spell and the teaching of spelling rules. We provide a comprehensive progression in the teaching of spelling. This incorporates the teaching of spelling strategies, knowledge and skills pupils need to learn, to become effective and confident spellers.


Mathematics vision

At Chipping Hill, we believe our primary role is to support children to reach their potential both in mathematical thinking and application. We have developed a whole-school maths curriculum, which ensures progression of skills and knowledge from Reception through to Year 6; throughout their primary learning, our children develop a toolkit of operational skills alongside a deep, rich knowledge of concepts, connections and relationships. We endeavour for our children to leave us not only confident and successful in their mathematical ability, but with a love of the limitlessness of mathematics in the world around them. As a school, we aim for our children to be equipped with the skills that they will need in a modern and ever-changing world and for any future career choices that they aspire to. 


At Chipping Hill, our curriculum broadly follows the White Rose Maths scheme of work but staff will supplement this with high-quality additional materials such as NRich (University of Cambridge Scheme) and NCETM (National Centre for Excellence in the Teaching of Mathematics) in order to challenge and support children to achieve maximum progress. The National Curriculum (2014) forms the basis of our long-term planning which is mapped for each year group to ensure consistent coverage of topics as children progress through the school. Medium-term planning reflects individual concepts of maths and is carefully planned to ensure connections and relationships within mathematics can be built upon; this allows children to further consolidate their mathematical understanding by applying previous learning or within following topics. Children will begin each year with place value, followed by the four operations, fractions, shape, geometry, measurement, statistics and more. Short-term planning by staff allow daily lessons to carefully assemble learning for the requirements of their children and to appeal to any gaps in learning which require further embedding. Staff use both formative and summative assessments to sequence their short-term planning for their individual class. 


Maths lessons follow a carefully structured sequence to ensure new skills and knowledge are presented to the children in a clear and guided manner. If assessed previously as an area that children have found more challenging, children will first be provided with a pre-teach session in order to offer them prior exposure to recall previous learning and to see the concept preceding the main session. Via quality first teaching, children will be presented with new learning with clear explanations to the why and how of mathematics. Rich questioning develops children’s ability to reason mathematically around both toolkit lessons for methodical skills and when working within problem solving application. Children have the opportunity to conduct their learning along with their class teacher and be guided in applying the knowledge and skills taught to them – we call this the ‘We Do’ segment of our lessons. Children who are confident will be moved to independent application in the ‘You Do’ segment of the lesson; children requiring more support will continue under the guidance of their class teacher in a surgery session. If, when working independently, children are finding the concept challenging they may be provided with a ‘Secure It’ session to ensure they are confident and feel success before further reasoning is presented to them. Children are free to move through reasoning and problem solving challenges during the course of the session with no ceiling placed on them. 


In each classroom, our maths working walls provide children with an opportunity to check their independent thinking when applying newly taught skills. All working walls provide high-quality models and further questioning to engage children in the current lesson’s content. Additionally, walls include key vocabulary (for the concept of work), consolidation of what the children have previously learned within that topic and additional challenges for children who are rapid graspers. Manipulatives (physical mathematical resources) are available at all times and are often presented by staff to support children where required. As children become more mathematically competent throughout their time at Chipping Hill, these manipulatives may be less likely to be needed within lessons – manipulatives can include: Numicon, Diennes, multi-link cubes, place value counters, rulers, 100 squares, fraction walls, weighing scales etc. Post lesson, children are provided with further support where required during post-teach sessions and are able to have time to ‘Fix-it’ and correct any errors and demonstrate consolidation of conceptual knowledge. 


Within year 4, children will undertake a statutory multiplication check as knowledge of multiplication facts is vital to their progress within most mathematical concept areas. In order to ensure children are supported from EYFS- Year 6 in developing this aspect of their toolkit, children will undertake daily sessions based around multiplication; in younger years, this may be through song, dance, rhyme and in older years it may be through the use of speed games, competitions between classes, singing, dancing and an array of other short sessions to consolidate this knowledge. Children all have access to an app called Times Tables Rockstars to engage them in a technology based version of practice that they are able to undertake when out of school. Once children have embedded this knowledge to 12x12, they move to arithmetic based sessions to ensure fluid recall of key facts in a timely manner – all of which are key to their skillset throughout Key Stage Two. Each year group is provided with a Key Instant Recall Fact document which provides detail of all key facts children should know by the time they leave each year group; these skills are segmented into each half term to ensure time for consolidation and application. 


At the end of year 6, children will undertake three statutory maths assessments; arithmetic and two reasoning style papers. Arithmetic consists of factual recall, procedural application and speed recall of the four operations. Children will have thirty minutes to attempt thirty-six questions worth forty marks. Children will then undertake two reasoning papers consisting of a mixture of conceptual topics which are embedded in declarative, procedural and conceptual style questions. Many questions consist of multiple steps and concepts whereby children are required to work systematically to achieve the correct answer – each paper is worth thirty-five marks and children will have forty minutes for each. Overall, children have the opportunity to achieve one hundred and ten marks across three papers. 



Science Vision 

In Science we provide a high quality and engaging Science curriculum for all, which will stimulate the minds of our children giving them the opportunity for success as future scientists. We will spark their curiosity to go further than they thought in developing a deeper understanding of the world and beyond using an enquiry-based approach. Our collaborative and practical approach to science will enable our children to become the people they need to be as members of the wider science community.

‘Science provides the foundations for understanding the world around us. Science has changed our lives and is vital to the world’s future prosperity. Through building up a body of scientific knowledge and concepts, pupils are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. It is also vital that they develop a sense of excitement and curiosity about natural phenomena.’

In Science lessons at Chipping Hill Primary School we:

  • learn practically,

  • are excited to learn,

  • work collaboratively,

  • ask and find the answers to our own Big Questions.

We learn the content of the Science curriculum whilst working scientifically in every lesson.

Working scientifically includes these skills:

  • observing over time, 

  • pattern seeking, 

  • identifying, 

  • classifying and grouping, 

  • comparative and fair testing (controlled investigations), 

  • researching using secondary sources.

At Chipping Hill Primary School, we implement a spiral curriculum that is progressive throughout the whole school. The science curriculum is based upon the knowledge and skills set out in the Primary National Curriculum in England.  We use Big Questions as a starting point (sourced from the Ogden Trust). 

As children progress through the school, they are encouraged to formulate their own Big Questions. We ensure the knowledge is retained in our long-term memories through the use of quizzes and knowledge organisers. 

Each classroom has a Science working wall which provides children with the vocabulary and key concepts for the current topic of work. Adult models are displayed for children to use to enable them to become more independent in their learning. Excellent examples of children’s work are also displayed to encourage children to aim higher.  

Science at Chipping Hill Primary School is enriched in a variety of ways including year group visits (such as to Colchester Zoo), visitors to the school and whole school science days.  

A variety of STEM (science, technology, engineering and mathematics) activities and resources that can be used to support children’s education at home.


Computing vision 

At Chipping Hill, our vision is to inspire our children to achieve success beyond their hopes and dreams by providing an engaging, high-quality, balanced Computing curriculum for all. Skills are transferable to other areas of the curriculum and will be invaluable in their future life. At Chipping Hill, children have access to Computing through formal skills lessons and then the opportunity to apply these skills across the wider curriculum. Our curriculum encourages practitioners to build on prior learning and provide a broad exposure to a range of resources.

Our aim is to enable our children to develop computational thinking skills in an ever-changing digital world, while being equipped with the knowledge and skills to use modern technology confidently, responsibly and safely.

Chipping Hill use the ‘Teach Computing’ scheme of work. This scheme was chosen as it has been created by subject experts, based on the latest pedagogical research and is taught as a spiral curriculum. This means that children will revisit each theme through a new unit that consolidates key skills and builds upon prior learning. The revisited modules are:

  • Computing Systems

  • Creating Media

  • Programming

  • Data and information.

We use a Project-based learning approach to teaching computing where the learning activities are organised around the design, creation, and evaluation of a digital artefact. It is based on the premise that learners deepen and consolidate their knowledge through hands-on, tangible experiences that allow them to reflect on their learning.

Our children will be taught to use technology responsibly and carefully, being mindful of how their behaviour, words and actions can affect others, whilst E-safety is taught and interwoven through the PSHE curriculum. The key concept of E-safety is addressed regularly to ensure our pupils can navigate the internet safely.

Computing is taught weekly and the children have access to a variety of technologies including laptops, IPads and various other computing hardware. The school uses a whole range of programmes from TT Rockstars, Scratch, Kodu and Infant Video Toolkit to apply their skills.


History vision 

At Chipping Hill Primary School we aim to provide all children with a secure knowledge and understanding of Britain’s past and that of the wider world, as well as developing their understanding of chronology as a narrative of the past. We want all children to think like historians and to acquire the necessary knowledge and skills to investigate the past. Our History curriculum is designed to challenge, inspire curiosity and develop critical thinking skills.

All children will be given the opportunity to ask perceptive questions, consider evidence and make arguments in order to develop perspective and reach judgements. They will understand the process of change and what leads to this as well as the impact it can have. We want our children to have high aspirations and experience success, taking their history learning further than they imagined. History enables children to compare and understand the complexity and diversity of society and relationships. This in turn helps them to understand their own identity and what they need in order to become the person they need to be, along with the challenges they may face in today’s modern world.



Geography vision 

‘At Chipping Hill we aim to prepare children with the knowledge, skills and understanding to make sense of a complex and dynamically changing world, their world and to face the challenges that will shape our societies and environments at the local, national and global scale. The study of geography must stimulate an interest in and a sense of wonder about places. It should explain where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected.’

Our Geography curriculum is embedded throughout many other areas of the curriculum where we aim to inspire curiosity and develop critical thinking skills. We want our children to ask perceptive questions, consider evidence and make arguments in order to reach judgements. Children will understand the process of social and environmental factors and what leads to this as well as the impact it can have.

Children investigate a range of places, both in Britain and abroad, to help develop their knowledge and understanding of the Earth’s physical and human processes.  We are committed to providing children with opportunities to investigate and make enquires about their local area so that they can develop a real sense of who they are, their heritage and what makes our local area unique and special.  We also develop the children’s ability to apply geographical skills and opportunities for fieldwork to enable them to confidently communicate their findings and geographical understanding to a range of audiences.

Art and Design

Art and Design vision 

At Chipping Hill Primary School, Art and Design is an essential part of the curriculum which allows all our children to develop their imagination, creativity and make connections through their inventive minds. Art and Design equips all children with the skills they need to record their thought-process, imagination and ideas. 

Art and Design also encourages visual thinking, which children can apply to other subjects. Our aim is to enable and challenge all our children to make a significant contribution to their personal development, to be the artist they need to be.  


At Chipping Hill Primary School we believe that every child is an artist.  In Art and Design we aim to:


  • Learn practically

  • Are excited to learn

  • Have hands on resources

  • Get inspired

At the heart of our Art and Design curriculum is expression. Well-taught art lessons in KS1 will help children become more confident sharing their unique ideas. They will become more resilient as they experiment. KS1 children will have fun learning about artists through history. Art and Design is beneficial for social and cultural reasons, too - art helps us to understand ourselves, others, and the world around us. 

All our pupils will be supported to feel success in their art learning and we will empower them to be resilient, ambitious and open-minded learners who have high aspirations and give them the capacity to take their learning further than they imagined. 

We encourage children to confidently express ideas and be creative- mastering a range of techniques. Children are proud of what they achieve through a range of meaningful experiences. We will explore the history of Art and Design and use the ideas of a diverse range of artists as an inspiration for the children’s own work. Our approach is cross-curricular; allowing children freedom of expression.


Music vision 

At Chipping Hill Primary School, music is an important part of life; integral in the development of the whole person. At Chipping Hill we believe that the opportunity to engage in musical experiences is crucial for all children to go further than they thought . Learning music develops all aspects of learning, from the physical action of using an instrument to the mathematical skills needed to keep a pulse allowing our pupils to succeed beyond their hopes and dreams . These abilities are directly transferable to other areas of the curriculum and will be invaluable in their future life. At Chipping Hill, children have access to music through regular classroom activities and formal music lessons, as well as extra opportunities to take part in performances and musical enrichment through cross-curricular lessons.


At Chipping Hill we aim to provide a high quality music education to engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose and to listen with discrimination to a range of musical genres. The music curriculum is on offer to all children regardless of gender, disability, race or culture.

MFL- Spanish

MFL vision 

At Chipping Hill, we believe that learning another language is a crucial part of the children’s education, which allows children to build self-confidence and success as well as developing their communication skills. In our modern society, children now have the ability to communicate with others from around the world. We explain to the children the benefits and purpose of learning a language, such as being able to communicate with others whilst on holiday abroad, or having a better understanding of different cultures, in order to apply what is learnt within the wider world and as a tool to excel within life. Our vision for MFL at Chipping Hill is to encourage the children to be inquisitive about the world, be successful and to become a person who can speak a language with confidence and to assist in developing a culture of achievement. Our MFL curriculum supports an understanding of living in a multi- cultural society, provides an opening to other cultures and fosters curiosity about the wider world.

At Chipping Hill Primary School, we believe that learning a foreign language provides an opening to other cultures, fostering curiosity and deepening an understanding of the world. We want our pupils to enjoy the opportunity to learn a new language through practical activities giving them the inspiration to develop an interest in exploring the world and embracing other languages as they grow. All pupils are given the opportunity to learn Spanish.

We use a specialist Spanish scheme, La Jolie Ronde, to enrich and enhance our delivery of the Spanish language. We aim to make lessons as interactive as possible by:

  • teaching skills through listening, speaking, reading, writing and developing cultural understanding

  • giving opportunities to respond to spoken and written language

  • encouraging and enabling pupils to speak with increasing confidence and spontaneity

  • making links between Spanish vocabulary and grammar with English  

Physical Education

Physical Education vision 

At Chipping Hill Primary School we believe that all children should be able to participate in a wide range of physical activities, fostering a love of exercise and a healthy lifestyle. Physical education is integral to children’s development through not only the development of core movements but to their well-being. Through PE our children will learn to develop the important qualities of discipline, resilience, communication, team work and ambition, leading to improved concentration, attitude, and academic focus. Our PE curriculum aims to ensure that all pupils develop the fundamental skills and competence to succeed in a wide range of physical activities by providing a broad & balanced curriculum with opportunities for every child. Our curriculum encourages children to remain physically active throughout their life and understand how their mental and physical wellbeing is impacted through a healthy lifestyle.

We achieve the target of teaching at least two hours of P.E. a week. This is split into two parts: Indoor P.E. and outdoor games. Indoor P.E. focuses upon building on the skills of gymnastics and dance routines, allowing children to explore movement and flexibility as well as exploring their creativity when creating routines and sequences. Our outdoor games focuses upon developing skills through a wide range of sports. Our EYFS and KS1 curriculum allows core fundamental skills to be taught with time to practice through simplified games before progressing to specific sports throughout KS2. We and utilise sports coaches and specialists to enhance the school learning experience where possible. Each Year 4 cohort will participate in swimming lessons each year.

We run a range of extra-curricular clubs, including those by external providers as well as participate in sporting events throughout Witham as well as the county.

Design & Technology

Design and technology vision 

At Chipping Hill Primary School, Design and Technology (DT) is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils develop their understanding of the concept of a product to solve real and relevant problems, within a variety of contexts, considering their own and others’ needs, wants and values.  Pupils will be inspired to imagine themselves as engineers, designers, chefs and architects and this will drive them to reach high and create a range of successful structures, mechanisms, textiles, electrical systems and food products with a real life purpose.

Every child will have the opportunity to learn and extend their knowledge of different products and the skills to create them, including the application of technology.  They will be empowered to lead their own learning, to overcome challenges and develop the resilience to question and evaluate their choices and outcomes.’

At Chipping Hill, Design & Technology is taught as part of a broad, balanced curriculum, building on children’s prior knowledge and experience, whilst encompassing our School values.

The varied topics allow children to connect with different materials, reflect on design and from there plan and produce technologically astute products. We focus on the design and creative phases ensuring sessions are not art based but solely on product development and associated skills

Religious Education

Religious Education vision 

RE is an important part of life; it promotes mutual respect and tolerance in a diverse society. At Chipping Hill we offer a safe environment that recognises different faiths and beliefs and also celebrates and acknowledges differences. Learning about RE promotes British Values such as mutual respect and tolerance for those with different beliefs and practices. Our aim is to enable and challenge all our children to make a significant contribution to their personal development, to be the person they need to be and to develop their capacity to think and discuss in depth.  All our pupils will leave Chipping Hill with a secure, informed core knowledge and understanding of the beliefs and practices of religions and worldviews as well as being evaluative, critical thinkers with a strong sense of integrity and respect for others.  All our pupils will be supported to feel success in their RE learning and we will empower them to be resilient, ambitious and open-minded learners who have high aspirations and give them the capacity to take their learning further than they imagined.

At Chipping Hill Primary School, we aim to deliver a broad and engaging Religious Education. This not only applies to specific R.E. lessons but in the everyday interactions of school life and all the relationships that exist within the school.

Our teaching of RE is in line with the Essex Agreed Syllabus 2022.  During their time at Chipping Hill, pupils have the opportunity to learn about and to compare and contrast a range of religious and world-views with Christianity at the heart.

EYFS Vision

At Chipping Hill, we aim to provide the highest quality care and education for all our children thereby giving them a strong foundation for their future learning. We create a safe and environment with motivation and enjoyable learning experiences that enable children to become confident and independent learners. We value the individual child and work alongside parents and others to meet their needs and help every child reach their full potential. Our vision is for each child to make rapid progress from their individual starting points and give them opportunities to excel across the curriculum, thus providing them with the strongest of foundations for their future career in education.



Across all subjects we aim to enable our children to demonstrate the following values in all subjects:

  • courage - children will show courage by attempting everything they are taught and approaching it with an open mind.

  • respect - children will show respect by allowing each other to solve problems and allowing each other to learn.

  • perseverance - children will show perseverance by never giving up and always trying to seek an answer.

  • honesty – children will show honesty when they self-mark their work as they have been taught to so that any misconceptions can be addressed by their teacher.

  • curiosity – children will demonstrate curiosity by finding multiples solutions to some problems.

  • responsibility – children act responsibly for their own and other’s learning by making sure all next steps are completed and they complete their work.

  • humility – children will show humility by asking for help.

  • service – children will show service by supporting each other with their work without telling them the answers.

  • compassion – children will show compassion if someone is upset and struggling by supporting them with their work, offering kind words or reassurance.

  • love – children will show love by being self-motivated to learn (love of learning).

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