Cultural Capital

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

Cultural Capital is vital to show students what life chances they can aspire to. It also provides them with a chance to adapt to different environments and broaden their aspirations, build their social awareness skills and also feel rewarded for the efforts they put in whilst at school. It also fully compliments our curriculum and enables students to make links between their school work and their lives moving forward.

Cultural capital gives a student 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 students the desire to aspire and achieve social mobility whatever their starting point.

We promote the six key areas of development that are interrelated and cumulatively contribute to the sum of a student’s cultural capital:


  • Personal Development

  • Social Development, including political and current affairs awareness

  • Physical Development

  • Spiritual Development

  • Moral Development

  • Cultural development


Summary of the key areas of coverage for each area of Cultural Capital Development:

Personal Development

  • Careers and Information, advice and guidance provision
  • Personal Finance Education
  • Employability skills
  • Personal, Social and Health Education provision
  • The school’s wider pastoral framework
  • Transition support
  • Work to develop confidence e.g. public speaking and interview skills;
  • Mental Health & well-being provision.
  • The school’s wider pastoral support framework including house assemblies, rewards and sanctions, attendance support and the school’s behavioural expectations
  • Mental health and wellbeing provision through the pastoral team
  • Sex and Relationships Education (SRE) through PSHE
  • Safeguarding procedures for all students in our care
  • Subject specific examples:
  • Business – Pupils are taught about sources of finance, profit and loss, entrepreneurship and financial capability
  • Health and social care pupils are taught communication skills
  • Food preparation and nutrition curriculum
  • IT/CS Pupils are taught real world office skills such as sending professional emails and spreadsheet skills. CS pupils taught computational thinking which is one of the highest forms of problem solving.
  • Students develop their competence in a range of skills including those used in fieldwork, in using maps and GIS and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses (study like a geographer).



Social Development, including political and current affairs awareness

  • Personal, Social and Health Education provision
  • Student volunteering and charitable works
  • Student Voice
  • Nurture Group
  • Access to Catholic Care counselling.
  • Assembly programme
  • Form time includes reading newspaper (First News) articles and discussing current events.
  • Subject specific examples:
    • Business – pupils study Globalisation, interest rates, trade unions and immigration
    • In history when learning about historical events we regularly make parallels to current affairs. At KS3 we learn about the a number of different events that demonstrate how we slowly developed into a democracy over a number of centuries; e.g. Magna Carta and the Peasants Revolt in year 7, the English Civil War, the increased voting rights for men in the 19th century in year 8.
    • CS/IT – e safety taught with the wide term effects that it can have for a person/business. CS also looks into whole world issues such as E Waste and modernisation of workforces.
    • Chef visits in food preparation and nutrition.
    • Through Geography, students develop and extend their knowledge of locations, places, environments and processes, and of different scales including global; and of social, political and cultural contexts (know geographical material).
    • Through the Geography curriculum, we create successful learners who develop an inquisitive interest in their surroundings.

Physical Development

  • The Physical Education curriculum
  • Healthy Eating and catering provision
  • Anti-bullying and safeguarding policies and strategies
  • The Health Education dimension of the PSHE programme, including strands on drugs, smoking and alcohol
  • The extra-curricular programme related to sports and well-being
  • The celebration of sporting achievement
  • Activity-based residential trips
  • The curricular programme related to food preparation and nutrition
  • Advice & Guidance to parents on all aspects of student lifestyle
  • The promotion of cycling to school with the provision of a new bike shelter
  • Subject specific examples:
    • IT/CS- use of computers and other hardware and software e.g. Touch typing, Computer motherboards and Program creation.
    • In geography our curriculum across all key stages develops students’ contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes. Our progressive curriculum in KS3 and KS4 builds on students’ understanding of the processes that give rise to key physical and human geographical features of the world and how these are interdependent and how they bring about spatial variation and change over time. Our curriculum also allows students to become competent in the geographical skills needed to collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.


Spiritual Development

    • The Religious Education Curriculum
    • The work and support of our School Lay and Priest Chaplain
    • Chaplaincy groups
    • Our collective acts of worship and Catholic virtues reflection
    • Support for the expression of individual faiths
    • Inter-faith and faith-specific assemblies
    • Visits to religious buildings and centres
    • The Assembly programme
    • Opportunity in year 10 to go on the Leeds Diocesan Pilgrimage to Lourdes



Moral Development

  • The Religious Education Curriculum
  • Beckets Behaviour Blueprint
  • School Leader Virtue Award Cards
  • Specific virtue awards given in reward assemblies
  • Contributions to local, national and international charitable projects.
  • The PSHE curriculum
  • The virtue led curriculum
  • Subject specific examples:
    • Business – pupils are taught about legislation on employment and retention of staff. They are also taught about the ethics of business and decision making
    • The History curriculum at KS3 covers both British and world history, topics which contribute to their moral development. Pupils consider such topics as the Transatlantic Slave Trade, American Civil Rights movement of 1950s and 60s America, the Windrush Generation, the rights and wrongs of the British Empire, the Holocaust. At KS4 we consider the impact of facism in 1930s Germany and the end of communism in Eastern Europe in the 1990s.
    • IT/CS- core part of the course there is a module on the laws and morals linking to using Technology with issues like digital privacy. The laws which are covered are Data protection, GDPR, Computer Misuse, Freedom of information and Copyright.
    • In Geography, students gain an understanding of the interactions between people and environments, change in places and processes over space and time, and the inter-relationship between geographical phenomena at different scales and in different contexts. (Think like a geographer).


Cultural development

  • Art Curriculum
  • In Art students investigate and gain an appreciation of different cultures and artist movements and why they are important. They use a variety of starting points from different periods of art and gain an understanding of how different people live in different countries which they can relate to their work.
  • Music Curriculum
  • Drama Curriculum
  • English Curriculum
  • DT curriculum
  • Food Prep. curriculum
  • Computer Science and Information Technology Curriculum
  • Access to the languages and cultures of other countries through the MFL curriculum, foreign language assistants working within school and students visiting from the Estudio school in Madrid.
  • Access to the languages and cultures of other countries through residential trips and visits.
  • Promotion of racial equality and community cohesion through the school’s ethos, informing all policy and practice
  • Increase in the diversity of texts and authors studied in the English curriculum
  • Discussing news articles/topics in form time.
  • Overseas sporting trips- watersports and skiing
  • Subject specific examples:
    • History trip to the First World War Battlefields of Northern France and the Flanders region of Belgium for year 11.
    • CS/IT – Core curriculum looking at the cultural implications that Technology has on different places in the world. looking at the digital divide and how automation can both support and hinder different elements of cultural life.
    • Food – Trips to France / London / restaurants to experience other cultures.
    • Students develop their ability to apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments drawing on their geographical knowledge and understanding (applying geography).
    • In geography listening is developed through reading to students to aid understanding, oral instructions and verbal communications is every lesson. Students are also encouraged to listen to and respect different views on the topics we study

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