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C of E Primary School

Our Curriculum

In this section...


Using the links below you can see more about Homefield's Curriculum, who our Subject Leaders are, the Curriculum Timetable, our Science Principles and Cooperative Learning

Clicking on the page tabs, will allow you to access the key objectives and learning covered in each subject area within our revised Curriculum's Termly Overviews. The Knowledge Organisers to support your child's foundation subject learning, as well as the Rainbow Spelling Lists for each class, which are there too. You will also be able to see more information about the importance of Religious Education at Homefield. If you require any further information, this can be requested from your child's class teacher.

Our Curriculum's Journey

In September 2014 with the arrival of the Government's New Curriculum, we adopted The Learning Challenge Curriculum. This was an enquiry-based curriculum, meaning that children would be encouraged to develop key skills in order to further their own learning and understanding. Our children would look at a number of big questions through the year and together design a learning journey that would lead them to the answers.

In September 2018, our evolved and improved curriculum was launched in order to keep it current and inviting to our pupils. This enabled the following vision to be achieved: 

At Homefield Church of England Primary School, our subject thematic-based and challenging curriculum is designed to provide children with a broad window of learning about the wider world and their local surroundings. Our curriculum has an over-arching and driving theme of DIVERSITY and every subject we teach has a rationale that endeavours to achieve this for all our pupils. We ensure that quality first teaching enables our pupils to have a real purpose for their learning alongside stimulating and engaging content. Our expectations are of the highest level and to achieve this we enable pupils’ efforts to be celebrated, praised and valued by all stakeholders. In order to maintain a progressive outlook, we are regularly reviewing and evolving our curriculum and in so doing we are able to keep learning fresh and appealing to all.

From the timetable attached below, it can be seen that we have divided our terms into areas of study, where three/four afternoons each week are dedicated to providing strong progress across the curriculum via a breadth of knowledge as well as outstanding and challenging teaching. We feel immersing the pupils in this way will enable greater progress and learning from all. Better links between subjects can also be made. Moreover, our curriculum allows for pupils to be given a real purpose for their learning, a challenging outcome enhancing necessary life skills and a greater concept of the diversity in the world around them. 

For some foundation subjects, we still teach them through discreet weekly lessons as this may be dependent on specialists teaching them.

Each class teacher delivers English and Maths in daily, whole class sessions. These sessions cater for the variety of needs within the class. All classes have access to a teaching assistant during these sessions, who can be used to support our lower ability children and challenge our higher achievers. Every class in the school delivers their English and Maths at the same time in the day, including sessions for guided reading and phonics.  

Since September 2018, we have been employing some new initiatives to further improve our teaching provision and to increase the progress our pupils make.

Storytime Phonics will be used to enhance the quality of Phonics being taught through our EYFS and KS1 classes up to Year 2. Please see this link for further information on it.

Each day we will be using a short (20 minutes) No Nonsense spelling session to ensure our pupils leave Primary school with strengths in their writing and understanding of a wider range of vocabulary. Our strategy will have the desired impact of improving spellings across the school, as well as phonic ability, word recognition, reading, handwriting, grammar and punctuation, sentence structure, word definition, etymology, and dictionary use. This will involve Years 2 to Year 6 and enables differentiation across the school to personalise our pupils' learning experience further.

At Homefield,  each class from Years 1 to Year 6 undertakes Guided Reading Skills’ sessions for up to thirty minutes. Here the key elements to reading are practised based upon excerpts from quality texts to improve understanding and reading for pleasure. Our intention is that we wish to leave pupils with more knowledge and more "mental models" (themes/contexts) than before the session began. This is because background knowledge is the main principle in language comprehension. Without these mental models, the harder it is for pupils to draw on their past reading and life experiences, make connections and identify patterns and ultimately understand what they are reading.  Teachers will ensure they tell the pupils what they need to know to enable them to draw on what they already know. Pupils are taught fluency and de-coding, as well as inferencing, retrieving, summarising, explaining, predicting and comparing. Children will be exposed to broader vocabulary and different reading strategies, such as shared reading and echo reading.  

In Maths, primarily within our Junior classes, we will be utilising several teaching techniques, but a specific approach will be to use Cooperative Learning which enables pupils to lead their own learning further and reinforce work more closely together. We also use a daily format of Ten in Ten mental recall practise calculations across the school to further enhance our pupils' mathematical abilities.  

What is Cooperative Learning?

Cooperative Learning is an approach to teaching.  Knowledge and skills are modelled by the teacher and then learners are able to practise these skills in a series of structured activities.  These structured activities are called CLIPS. CLIPS mean Cooperative Learning Interactive Patterns.  Each CLIP is designed to encourage certain elements of listening, speaking, questioning and response.  The teacher will use the CLIP they feel best supports the learning of the groups of learners in their class.  Cooperative learning is very interactive with pupils moving around the class, speaking to each other and answering questions. For further information, please read the attached guide for parents below. 

During each academic year we work hard to review and improve upon the curriculum provision we offer. As a result, we were awarded the School Sports Silver Award and the Religious Education Silver Quality Mark. In July 2019, we were awarded the Bronze Primary Science Quality Mark. We were thrilled that our exciting curriculum was recognised by these organisations and we will now be pushing to try and achieve other Quality Marks available, such as Gold in RE!