What is cultural capital?

The knowledge that pupils gain that opens their eyes to the very best of humanity. It is about showing the pupils a wider perspective of the world through their education. How do we bring subjects to life? How do we inspire pupils to further research or aspire?

Cultural capital permeates through everything that we do; it is a golden thread that runs through the school.

EYFS

From the children’s starting points and considering their prior knowledge and personal experiences, we provide opportunities to be curious, explore, try new things to prepare them for their future success.

Direct Teaching & CP opportunities

Weekly key vocabulary, opportunities to learn outdoors, music making, cooking and gardening opportunities, sensory experiences eg dough/ paint/ slime/ gloop/ ice, focus books that promote diversity and expand children’s horizons.

Role play areas and theme linked enhancements.

Linked to focus book and topic themes, opportunities are taken to expand on and enhance the children’s understanding of the themes present.

Visits/Visitors/ Experiences

Library outreach – Booktrust

FS1 – Visitors – Police, nurse, vicar, incubated chicks,

Visits – Farm, Stanley Head

FS2 – Visitors - Owl keeper and owl, Cultural day with visitors (eg celebrating Diwali), police, doctor, vets, caterpillars/ butterflies

Visits – Local walk, Cannock Chase, Wonderland.

Themed Days

Cultural/ Religious celebration days – Diwali, Chinese New Year, Holi, Wesak, Christmas, Easter, Eid.

Bonfire night, World book Day, National celebration – e.g Queen’s jubilee, Fundraising days.

Skills Week

First aid, road safety, dog safety, water safety, rail safety, police visits

Forestry

Environment, seasons, outdoor learning through play and exploration, keeping safe, caring for the environment and local wildlife, building shelters, listening walks, bug hunts, animal shelters, outdoors and its role in well-being, barefoot walks.

Year 4

Year 5

Year 6

Fiction Writing: Character and setting descriptions – using the senses. Narrative – five part story + using the senses, play scripts.

Non-fiction writing: instructions, persuasion, recount, explanation, diary, balanced argument, newspaper report, letter, non-chronological report, biography, autobiography.

English - Reading

Reading Canon: Ruby’s Worry, Look Up! Izzy Gizmo

Reading Canon: The Lotus Seed (understanding of other cultures), My Name is not Refugee (Highlighting the lives of refugees), Mustafa’s Jumper (understanding of other cultures), The Journey (highlighting the lives of refugees), The Other Side (understanding of other cultures)

Reading Canon: Peace and Me (History of other cultures), A dollop of Ghee and a Pot of Wisdom (understanding of other cultures)

Journey to Jo’Burg (History of other cultures), Malalah’s Magic Pencil (understanding of other cultures), Henry’s Freedom Box (understanding of other cultures).

Where the Mountain Meets the Moon (understanding of other cultures), Journey to the River Sea (understanding of other cultures), The Boy at the Back of the Class (highlighting the lives of refugees)

No Ballet shoes in Syria (Highlighting the lives of refugees)

Maths

Measurement: length and height – using vocabulary like long, short, tall with associated comparative language.  Measurement: weight and volume – using vocabulary like light, heavy, full, empty, more than, less than with associated comparative language.  Measurement: Time - Chronology related vocabulary including days and months. Telling the time to the hour and half hour. Money – recognising the value of different coins and notes.

Measurement: Mass, capacity and temperature – Choosing the appropriate standard unit to measure length/height, mass, capacity using rulers, scales, thermometers and measuring vessels. Money - Recognise and use the symbols for pounds and pence, Finding different combinations of coins that equal the same amount, solve different problems involving money including giving change. Time – Tell and write the time to the nearest 5 minutes, know the number of minutes in an hour and the number of hours in a day, comparing and sequencing intervals of time.

Measurement: length, mass and capacity – Measure, compare, add and subtract using the correct units.  Time – Tell and write the time on analogue clocks (including roman numerals up to XII), digital clocks (12 and 24 hour) estimate and read time to the nearest minute, record and compare time in seconds/minutes/

hours, know the number of seconds in a minute, days in each month/year/ leap year, compare durations of events. Money – add and subtract amounts of money to give change using £ and p in a practical context.

Measurement: Length & Perimeter – convert between different units of measure, measure and calculate perimeter in cm and m. Find area by counting squares. Time – read/write convert time on analogue, digital, 12 and 24 hour clocks, convert between hours, minutes, seconds, weeks, months and years.

Measurement: Converting units, measuring perimeter and area of rectilinear shapes, volume and capacity. Time – review of Y4 objectives + reading timetables and problem solving. Money – using all for operations to solve problems relating to money, time and measure.

Measurement: Converting between standard units of measure using decimal notation up to 3dp.  Measurement: Perimeter, area and volume. Measuring perimeter and area of triangles and parallelograms. Measuring volume in cm cubed.
 

Science

Study Scientists: John MacAdams, Charles Mackintosh, Steve Backshall

Materials, Animals including Humans, Plants.

Study Scientists: Jogn MacAdam, Mary Anning, Charles Henry Turner, Arthur Tansley

Materials, Animals including Humans, Living Things.

Study Scientists: Michael Faraday, George Washington Carver

Forces and Magnets, Animals including Humans, Plants.

Study Scientists:  Alexander Graham Bell, Thomas Edison, David Attenborough.

States of Matter and Sound, Electricity, Living things and habitats, Animals including Humans.

Study Scientists:  Spencer Silver, Neil Armstrong, Mae Jemison, Tim Peake

Materials, Animals including Humans, Earth, Space and Forces.

Study Scientists:  Percy Shaw, Mary Anning, Charles Darwin, Alfred Wallace.

Light and Electricty, Evolution and inheritance, Living things and habitats and Animals including Humans.

Computing

Coding, computer skills, paint, create.

Word Processing, Coding, paint, calculate, digital photography.

Word processing, coding, Excel, e-mail, PowerPoint.

Word Processing, coding, Excel, Publisher, PowerPoint.

Word Processing, blogging, e-mail, coding, Excel.

Computer Networks, Excel, Coding, Publisher, Application (Office)

History

Local History 1980-present day. Emma Bridgewater, Eddie Hall/Phil Taylor, Burslem.  Significant events and individuals in History

Local History 1980-present day. Moorland Pottery, Robbie Williams, Hanley. Significant events and individuals in History

Local History: 1945-1980. Portmeirion, Stanley Matthews. Tunstall.  How clothes, toys, houses and leisure have changed over time.

Local History 1901-1945 Clarice Cliff, Reginald Mitchell and Captain Smith. Longton. How clothes, toys, houses and leisure have changed over time.

Local History 1837-1901. Royal Doulton, Arnold Bennett, Fenton. How clothes, toys, houses and leisure have changed over time.

Local History 1760-1840. Wedgwood, James Brindley, Stoke. How clothes, toys, houses and leisure have changed over time.

Geography

Mapwork, Local area and contrasting locality study – Their place within the global community.

Mapwork, Local area and contrasting locality study – Their place within the global community.

Mapwork, Local area and contrasting locality study – Their place within the global community.

Mapwork, Local area and contrasting locality study – Their place within the global community.

Mapwork, Local area and contrasting locality study – Their place within the global community.

Mapwork, Local area and contrasting locality study – Their place within the global community.

Art

Frank Auerbach, Georgia O’Keefe, Pablo Picasso, Emma Bridgewater, Ebony Patterson, Andy Goldsworthy

Faye Halliday, Deidre Adams, Wassily Kandinsky, Banksy, Augusta Savage, Ansel Adams

Wedgwood, Hans Holbein, Leonardo Da Vinci, Andy Warhol, Henri Rousseau, Deborah Roberts.

Adrian Rigby, Marta Syrko, Antony Gormley, Sumi Perera, Blexbolex, Roy Lichtenstein

Edgar Degas, LS Lowry, Alberto Giacometti, Shannon Weber, Jean-Michel Basquiat, Stephen McMennamy

Ruth Asawa, Debbie Smyth, Irina Richards, Dogboy, Bjork, Manet

DT

Healthy Eating, Food technology, textiles, woodwork.

Healthy Eating, Food technology.

Healthy Eating, Food technology, textiles, woodwork.

Healthy Eating, Food technology.

Healthy Eating, Food technology, textiles.

Healthy Eating, Food technology, woodwork, programming.

Music

Pulse, rhythm and pitch, rapping, dancing and singing: different styles of music.

Appraising, performing, improvising and composing: Festivals and Christmas music, South African music, Reggae. Playing together. Celebrating positivity and friendship.

Appraising, performing, improvising and composing:  RnB, Reggae, disco, music from around the world, introduction to playing glockenspiel. Celebrating hope and unity.

Appraising, performing, improvising and composing: 70s pop, gospel, The Beatles. Celebrating Equality and human rights.  Playing glockenspiel and recorder.

Appraising, performing, improvising and composing: Rock, Jazz, Pop ballads, Hip Hop, Motown. Playing glockenspiel and recorder

Appraising, performing, improvising and composing: New Soul, Jazz, cover versions, Carole King. How music affects identity. Playing glockenspiel and recorder.

PE

Healthy body, healthy mind. Exposure to a variety of skills, games and sports.

RE

What it means to live in a faith community.

Judaism.

Christianity.

Caring for the world and others.

Islam.

Christianity.

Sacred places.

Christianity.

Islam.

Judaism.

Making the World a better place.

Christianity.

Hinduism.

Significant events of life.

Christianity.

Islam.

Judaism.

Humanists.

Creation and Science.

Atheism.

Christianity.

Hinduism.

How faith can help in hard times.

PSHE

Being me in my World, Celebrating, Difference, Dreams and Goals, Healthy me, Relationships, Changing me.

SMSC

Participation in Interfaith Week, Participation in R.E. Days, Visiting places of worship, Visitors from representatives of different faith traditions, Celebration of Christian festivals and festivals celebrated by other faiths represented in the school community, Variety of visitors to lead worship, Celebration of notable dates (Festivals, Fair trade, Refugee week, Black History month etc.), Whole school Key stage or classroom worship, Reflection/ quiet  areas in classrooms and other spaces, Opportunities for reflection in worship, Time to reflect upon learning and experiences, Explicit teaching of moral codes within and beyond religions eg. Ten commandments, the Golden Rule (Treat others as you wish to be treated), Consideration of moral issues in stories, Lives of significant people e.g. Rosa Parkes, Martin Luther King, Responsibilities for children e.g. Prefects, House point monitors, register monitors, Visits from people of different cultures, Opportunities to take part in school productions and performances, Opportunities for individual instrumental lessons, Displays, Dual language books and signs, Celebration of festivals and special days/weeks/months (Holocaust memorial day, Remembrance day, Black History Month, Refugee Week etc), Meeting authors/ poets, Interfaith week, Study of individuals e.g. Ghandi, Martin Luther King.

French

Me, myself, family and school, our world, where I live, countries and cities, animals and plants, sports, hobbies and food. Opportunities to try French food.

Me, myself, family and school, our world, where I live, countries and cities, animals and plants, sports, hobbies and food. Opportunities to try French food.

Me, myself, family and school, our world, where I live, countries and cities, animals and plants, sports, hobbies and food. Opportunity to visit France.

Me, myself, family and school, our world, where I live, countries and cities, animals and plants, sports, hobbies and food. Opportunity to visit France.

RSE

Identifying members of own families and knowing that there are different types of families.

Being a good friend.

Knowing which forms of physical contact are appropriate ways to greet people.

Knowing who can help me in school and out.

Recognising good qualities of a person and friend.

 Introduction to life cycles – humans, frogs, chickens. Discussion around how we grow from babies to adults.

Changes from baby to now – they can talk, walk, eat etc

Look at images of children when they were babies. Discussion around how their appearance has changed, how their ability to do things has changed, how their likes and dislikes may have changed.

 Discussion about what the children have learnt since they were babies.

Why are families special and who is special in my family?

Discussing forms of physical contact that they like and knowing that it is ok to not like some physical contact eg: some people like being tickled, others don’t.

Knowing that people fall out, even the best of friends, and looking at ways to overcome this.

Secrets: good secrets and worry secrets.

Trust – who can we trust and who should we not trust and why?

Receiving and giving compliments – how do they make us feel?

Life cycles – how things grow from baby to adult.

Getting older and older people who are special.

Baby, toddler, child, teenage, adult.

Body parts, public and private.

Touch: what sort of touch do children like/dislike

What do they like about who they are? What do they like/dislike about getting older?

Understand that in animals and humans lots of changes happen between conception and growing up.

Understand that it is usually the female who has the baby.

Understand how babies grow and develop and understand what a baby needs to live and grow.

Express how I might feel if I had a new baby in my family.

Recognise the physical differences between boys and girls and use the correct names for parts of the body (e.g.: penis, testicles, vagina, anus etc).

Talk about what I like/don’t like about being a boy/girl.

Start to recognise and challenge stereotypical ideas about parenting and family roles.

Express how I feel when my ideas are challenged and be willing to change them sometimes.

Understand that some of my personal characteristics have come from my birth parents.

Appreciate that I am a truly unique human being.

Understand that girls and boys bodies need to change so they can make babies and identify some of these changes.

Recognise how I feel about these changes happening to me and know how to cope with those feelings.

Be confident to try to make changes when I think they will benefit me.

Identify changes that have been, and may continue to be, outside of my control that I learn to accept.

Express any fears and concerns I may have about changes and know how to manage these.

Be aware of my own self-image and how my body images fits into that.

Know how to develop my own self-esteem.

Correctly label the internet and external parts of male and female bodies that are necessary for making a baby.

Understand that having a baby is a personal choice and express how I feel about having children when I am an adult.

Understand what the age of consent means

and what this is.

Explain how boys and girl’s body changes during puberty and understand the importance of looking after myself physically and emotionally.

Understand that puberty is a natural process that happen to everybody and that it will be ok for me.

Understand that sexual intercourse can lead to conception and this is how babies are usually made.

Understand that sometimes people need IVF.

Be aware of my own self-image and how my body image fits into that.

Know how to develop my own self esteem.

Explain how boys and girl’s body changes during puberty and understand the importance of looking after myself physically and emotionally.

Describe how a baby develops from conception through nine months of pregnancy and how it is born.

Recognise how I feel when I reflect on the development and birth of a baby.

Have an understanding of physical attraction and what it might mean to have a boyfriend/girlfriend.

Be aware of the importance of a positive self-esteem and what I can do to develop it.

Express how I feel about my self image and know how to challenge negative ‘body-talk’

Know how to prepare myself emotionally for the changes as I move to high school