01634 710312
Hilltop Road, Rochester ME2 4QN

Hilltop Curriculum Principles


Hilltop’s curriculum is ambitious providing all our pupils with a wide and balanced curriculum. Our curious, pupils explore topics in depth by answering ‘Lead enquiry questions.’ The learning end goals are matched to the Early Years framework and National Curriculum ensuring we have coverage and scope.

To enhance this provision, our unique Skills for Life and RECIPE values are threaded through daily learning, these are used to support pupil’s personal development and encourage positive attitudes and learning behaviours for school and life beyond.

Subject leaders and staff have collaborated within and between schools in the Trust to develop our progression of skills documents. This wealth of expertise has also been used to map knowledge and shows how teacher’s lessons build upon prior knowledge to develop our pupil’s long-term memory.



We want all our pupils to be active and engaged in an exciting curriculum. We believe this is intensified when staff have strong subject knowledge. Regular training is planned to support teachers deliver high quality lesson and weekly meetings are used by teachers to evaluate the previous learning, identify the next steps and plan appropriately. We recognise that classes and pupils learn at different rates and sometimes it is important to revisit learning to ensure concepts have been understood. Our teachers use a range of assessments to check understanding and address any misconceptions.

We want to be creative and make learning memorable and therefore look for wider opportunities to bring learning to life through trips, visits, and the use of the outdoor space, specialist teachers, and inspirational assemblies.

Subject portfolios celebrate and share examples of learning from across the school and highlights the impact they have had through monitoring and Following Covid, we have spent time identifying gaps, tweaking the curriculum, and ensuring that skills and knowledge from previous years are covered before moving onto the appropriate skills for this academic year. We ensured that all pupils were engaged during times of Remote Learning, and three live lessons were delivered every day, with over 90% of pupils engaging in these lessons.

  • We start with the interests of the child, what they know and what is familiar to them.
  • We build on their prior knowledge by planning sequenced lessons that embed and deepen knowledge.
  • We plan clear outcomes (end goals) that highlight key knowledge the children must learn.
  • This key knowledge builds long term memory.
  • Progress is made when children know more and remember more.
  • We use Lead Enquiry Questions to focus our learning.