Cultural Capital

 

Art, Craft and Design

At Bridgewater, cultural capital within Art, Craft and Design is developed through a rich, inclusive curriculum that inspires creativity, self-expression, and cultural awareness. Children are introduced to a wide range of artists, designers, and makers from different time periods, backgrounds, and cultures, helping them understand how Art reflects and shapes the world around us. Local artistic influences and Salford’s industrial and cultural heritage are also explored, giving children a sense of pride and place in their community.

Children are encouraged to take creative risks, develop their own ideas, and reflect on their work, fostering independence and critical thinking. Through sketchbooks, collaborative projects, and open-ended tasks, pupils take ownership of their learning and are supported in finding their individual artistic voice. Enrichment opportunities such as visits to galleries, artist workshops, and after-school clubs broaden their horizons and help them make meaningful connections between their learning and the wider world. This approach ensures that every child, regardless of background, has access to high-quality cultural experiences and the tools to become confident, creative individuals.

 

Design and Technology

At Bridgewater, we offer a broad and balanced Design & Technology curriculum, in line with the National Curriculum and informed by the Kapow scheme of work. We offer a rich opportunity to develop pupils’ cultural experiences by connecting practical learning with diverse global traditions, histories and innovations, e.g. looking at architecture from around the world, discussing the origin of different foods.

Design & Technology at Bridgewater, encourages iterative thinking, resilience and creativity – skills that are directly transferable to subjects across the curriculum, such as materials testing (Science).

Design & Technology contributes to pupils’ personal development by nurturing resilience, cultural awareness, communication, independence and ethical values. Pupils are introduced to diverse role models including inventors, designers, engineers and chefs from a range of backgrounds, genders and cultures.

The Design & Technology curriculum is enhanced with visitors and extra-curricular activities, such as a Legorobotics workshop.

 

English

Cultural capital within English is developed through a rich, inclusive curriculum that inspires creativity, self-expression, and cultural awareness. Children are introduced to a wide range of authors from different time periods, backgrounds, and cultures, helping them understand how literature reflects and shapes the world around us. Local authors are also explored and we visit our local library regularly, giving children a sense of pride and place in their community.

Children are encouraged to take risks, develop their own ideas, and reflect on their work, fostering independence and critical thinking. Through oracy and peer group discussion, pupils take ownership of their learning and are supported in finding their individual writer’s and reader’s voice. Children are encouraged to share this voice at termly poetry assemblies. Enrichment opportunities such as author visits, working with local authors and theatre opportunities, such as projects with The Globe Theatre, broaden their horizons and help them make meaningful connections between their learning and the wider world. This approach ensures that every child, regardless of background, has access to high-quality cultural experiences and the tools to become confident, literate individuals.

 

Geography

We believe that building children’s cultural capital is a vital part of the Geography curriculum. We provide a rich and engaging learning experience that helps pupils understand the world around them and their place within it. Through the study of countries, cultures, physical features, and environmental issues, children gain knowledge that broadens their horizons and deepens their curiosity.

We bring Geography to life through carefully planned trips and real-world experiences, such as visits to rivers, farms, museums, and local areas of geographical interest. These experiences allow children to observe and explore geographical processes and features first-hand, helping them to make meaningful connections between what they learn in the classroom and the wider world. Our curriculum also encourages pupils to appreciate the diversity of people and places, developing their awareness of global issues and their responsibilities as citizens.

Geography at Bridgewater Primary School prepares children to be informed, thoughtful, and curious learners.

 

History

At Bridgewater, we offer a broad and balanced History curriculum that aims to deepen pupils’ understanding of the world and their place within it. Through carefully chosen topics and themes, children explore diverse historical periods, cultures, and perspectives, broadening their cultural awareness and empathy.

Our curriculum covers a wide range of historical contexts—from ancient civilizations and medieval times to more recent history—encouraging children to learn about different societies, their traditions, and their contributions to the world. Pupils engage with stories of people from various backgrounds, helping them appreciate the richness of human experience across time.

The History curriculum is enriched with visits, workshops, and extra-curricular opportunities. Examples of these include: visiting local museums, historical sites to gain first-hand experience of the past.

 

Maths

Mathematics in primary school helps children develop essential skills such as problem-solving, logical thinking, and understanding patterns, which are valuable both in school and everyday life. Through learning maths, children connect to a rich global history of discovery, seeing how different cultures—including British mathematicians—have contributed to our understanding of numbers and shapes. This fosters respect for diversity and the importance of shared knowledge.

Mathematics also supports British Values by encouraging democracy through group problem-solving and discussions, promoting the rule of law by following logical steps and procedures, and reinforcing individual responsibility and resilience when tackling challenges. By building confidence and curiosity in maths from a young age, children are prepared to participate fully in modern British society, embracing fairness, respect, and cooperation.

 

Modern Foreign Language (Spanish)

Our engaging MFL curriculum offers pupils a valuable educational, social, and cultural experience that promotes curiosity about language and fosters a lifelong love of language learning. Through the study of Spanish using the Salford MFL scheme, children develop key skills in speaking, listening, reading, and writing.

Pupils interact with each other through a variety of relatable topics linking to family, celebrations, weather, school, hobbies and holidays. They work collaboratively to hold conversations, ask questions, and express their thoughts and opinions.

The curriculum provides them with transferable skills that lay strong foundations for future language learning in high school. It also has a positive impact on pupils' aspirations, inspiring ambitious careers such as interpreters, translators, and broadcasters, and ultimately preparing them to become confident communicators. By exploring how language is constructed and being enriched through videos, songs and cultural content, the children celebrate diversity and open themselves to other cultures. This cultivates an international outlook and helps them develop tolerance, appreciation, and an understanding of their place in a multicultural society. 

 

Music

At Bridgewater, we offer a broad and balanced Music curriculum. We use the topics and themes covered in Music to broaden children’s cultural experiences and understanding. Through a carefully planned curriculum, children explore a diverse range of musical genres, including world music, popular music and music from different cultural groups.

Pupils learn about different instruments and become familiar with various musical styles, for example classical, pop and folk.

Where possible, links are made with other areas of the curriculum, such as History and Science, to deepen cultural learning.

The Music curriculum is enhanced with visitors, trips and extra-curricular activities. Each year, Year 1 pupils watch a live theatre performance and Year 4 pupils visit a musical venue. We also offer an after school Choir and Ukulele Club. Children taking part in these clubs are given regular opportunities to perform throughout the year. 

 

P.E.

At Bridgewater, Physical Education plays a vital role in developing pupils’ cultural capital by equipping them with the knowledge, skills and experiences they need to lead healthy, active and fulfilled lives. Through a broad and balanced PE curriculum aligned with the National Curriculum, pupils are introduced to a wide range of physical activities, including games, dance, gymnastics, athletics, swimming and outdoor adventurous activities.

Our PE curriculum promotes an understanding of teamwork, fair play, resilience and respect, helping pupils to develop positive attitudes towards physical activity and lifelong participation in sport. Pupils learn about the importance of physical fitness, healthy lifestyles and mental wellbeing, empowering them to make informed choices beyond school.

We enrich cultural capital by exposing pupils to a variety of sports and physical traditions from different cultures and backgrounds, broadening their horizons and fostering inclusivity. Opportunities to participate in competitive sport, festivals, clubs and leadership roles further develop confidence, communication skills and a sense of achievement.

By the time pupils leave primary school, they have gained the physical competence, knowledge and cultural awareness necessary to access future sporting opportunities, contribute positively to society and understand the role of physical activity within both their local community and the wider world.

 

P.S.H.E.

Cultural capital is a central element of the PSHE (Personal, Social, Health and Economic) curriculum, equipping pupils with the essential knowledge, skills, and values to navigate the wider world with confidence.

The curriculum is thoughtfully designed to reflect the diverse backgrounds of the school community while broadening pupils' horizons through exposure to a wide range of experiences, beliefs, and traditions. Through lessons, assemblies, and enrichment activities, children learn about respect, empathy, citizenship, and personal responsibility. They are encouraged to explore important social topics such as mental health, online safety, and equality, helping them develop a strong moral foundation.

Educational visits, guest speakers, and themed weeks further enhance pupils’ understanding of British values and global cultures, ensuring they leave the school with a well-rounded view of society.

In this way, Bridgewater Primary fosters an inclusive environment where cultural capital supports lifelong learning and positive social development.

 

R.E.

At Bridgewater, we are committed to enhancing our pupils ‘cultural capital through a rich and inclusive Religious Education curriculum. We believe that children should be enriched with knowledge and experiences that helps them to understand the world around them. In Religious Education (RE), cultural capital means giving children the understanding, skills, and awareness they need to respect and appreciate different beliefs, values, and traditions.

Through RE, we help children: Learn about major world religions and worldviews, understand different festivals, celebrations, and sacred stories, explore values like kindness, respect, and empathy, visit places of worship and meet people of different faiths and ask big questions about life, identity, and belonging

This helps our pupils grow into thoughtful, respectful, and informed members of society — ready to live in a diverse and inclusive world.

 

Forest School

We are deeply committed to enhancing our pupils’ Cultural Capital through a rich and inclusive Forest School curriculum. Our outdoor learning approach provides pupils with meaningful, hands-on experiences that foster a lifelong connection with nature while promoting key personal and academic skills such as resilience, collaboration, critical thinking, and environmental responsibility. The Forest School provision is carefully designed to align with and enrich the wider curriculum—particularly in subjects such as geography, science, and art—by offering real-world applications of classroom learning in a natural setting. Pupils explore concepts such as ecosystems, sustainability, and weather patterns through practical activities that bring the curriculum to life.

We actively promote cross-curricular links that make learning relevant and engaging. For example, science lessons are extended through ecological investigations in our school woodland, while geography themes are explored via map reading and orienteering activities during nature walks and field studies. Storytelling, environmental art, and reflective journaling also form part of our practice, encouraging creativity and communication.

Our commitment extends beyond the school grounds, with regular educational trips to local woodlands, nature reserves, and conservation centres. These outings deepen children’s understanding of the natural world and introduce them to broader cultural perspectives on the environment. We are also proud to offer extracurricular Woodland and Eco Clubs, where pupils can further develop their outdoor skills, contribute to sustainability projects, and engage in environmental stewardship. These clubs are inclusive and accessible to all pupils.

To strengthen home-school links and community engagement, we work in partnership with local experts, organisations, and families who bring a wealth of experience and cultural knowledge to enrich our programme. We regularly share information with parents and carers about local nature-based events, activities and encouraging families to continue learning together beyond the school day.

Through our evolving Forest School curriculum, Bridgewater pupils not only gain a deep appreciation for the natural world but also build the cultural awareness, confidence, and skills needed to thrive as informed, responsible, and compassionate global citizens.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Why learning to read is so important

• Reading is essential for all subject areas and improves life chances.
• Positive attitudes to reading and choosing to read have academic, social and emotional benefits for children.

 

How children learn to read

• Phonics is the only route to decoding.
• Learning to say the phonic sounds.
• By blending phonic sounds to read words.
• Increasing the child’s fluency in reading sounds, words and books.

 

Reading fully decodable books

• Children must read books consistent with their phonic knowledge.
• Books must be fully decodable and follow the Little Wandle scheme
• Children need to read books in a progressive sequence until they can decode unfamiliar words confidently.

 

The role of Parents’ and Carers’

• Have a positive impact on their child’s reading.
• Should model the importance of reading practice to develop fluency.
• Children take home books they have read at school to re-read at home to build fluency.
• There are two different types of books that pupils bring home: reading practice and books to share for pleasure.
• Reading at home encourages a love of books, along with developing vocabulary and discussion.
• Parents should use voices, expression, discuss unfamiliar vocabulary, talk about the pictures, and predict what might happen next.
• Give positive yet informative feedback in the home reading diary at least 4 times a week

 

Supporting your child with reading

Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.

There are two types of reading book that your child may bring home:

 

A reading practice book.

This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.

Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.

 

A sharing book.

Your child may not be able to read this on their own. This book is for you both to read and enjoy together.

In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!

 

Further support

Any child in Year Two or above who cannot read at age-related expectations will be assessed and moved onto the Rapid Catch-Up Programme if necessary.