Cultural Capital

Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.

Cultural capital promotes social mobility and success in our stratified society.

Cultural capital gives a pupil power! It helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital.

Cultural capital is having assets that give pupils the desire to aspire and achieve social mobility whatever their starting point.

The daily diet of Cultural Capital that we provide for our pupils is the essential core knowledge that we feel pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement. The cultural experiences and background knowledge that we provide equips pupils with the cultural knowledge to propel them further in their education, careers and social development. Through our cultural rich curriculum, we celebrate and embrace the different backgrounds, heritage, language and traditions of all the children our school and wider community.
 
At LCPS, we recognise that there are six key areas of development that are interrelated and cumulatively contribute to the sum of a pupil’s cultural capital:
  • Personal Development
  • Social Development, including political and current affairs awareness
  • Physical Development
  • Spiritual Development
  • Moral Development
  • Cultural Development

Each subject taught within the school day makes its own contribution to pupils’ cultural capital development.

There are many opportunities within our curriculum offer that ensure we provide the essential knowledge to prepare the pupils for future success, some of which are listed below:

We teach from the National Curriculum.

We closely track individual pupil’s progress. We use this data to ensure that every child is challenged and supported to achieve as highly as possible.

Middle leaders ‘deep dive’ into the curriculum subjects they lead to ensure the school then plans to effectively develop standards in all curriculum areas.

Disadvantaged pupils are closely tracked to ensure they not only have the best taught curriculum but we also reflect on the extra-curricular opportunities they have received and plan for further opportunities, that will enhance their cultural capital.

The school engages with the community and the PTA to ensure all children have access to quality extra-curricular opportunities and educational visits and/or visitors including strong links with local secondary schools.

Senior Leaders use the school’s finances effectively to ensure all areas of the curriculum are strong and that all children have access to quality extra-curricular opportunities and educational visits and/or visitors.

We believe that every child should be a reader and with this essential skill, this will set them up to access all areas of the curriculum.

We have analysed the needs of our school community and agreed as a school, ‘50 things' that we would like our children to experience whilst they are at our school. 

As a school, we focus on the values that our pupils need to ensure that our children not only have a firm grounding in British Values but also develop in their understanding of how to be a good citizen in modern Britain.

The school believes strongly that we should develop the ‘whole child’ and have an enriching and inclusive curriculum to match.