Malton Primary

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Cultural Capital-The best of what has been thought and said.

Intent

At Malton Primary School, we believe cultural capital is of high importance. Our vision for cultural capital incorporates our 4 key values: respect, collaboration, determination and enquiry. We know from conferencing pupils some have very limited life experiences beyond the locality of Malton. We aimed to increase opportunities for purposeful learning in and beyond the classroom in the hope that this will impact positively on academic outcomes. Our school is passionate about enquiry and delivers the broad and balanced curriculum which is unique to our school. Our cultural capital overview is designed to equip pupils with a wealth of knowledge and cultural capital which they will then use in life.

Building Cultural Capital with a view to improving vocabulary.

  1. Developing tier 2 language.

What is tier 2 language?

Language can be divided into three tiers: 1- basic words; 2- high frequency words for mature language users (there are about 7000) and 3- low frequency words which are specific to a topic or context.

Research recommends you teach 400 tier 2 words a year over the course of primary education.

Beck et al; 2002 promote an evidenced based strategy for doing so:

  1. Choose a text to read with the class
  2. Read a page or consider the experience of a trip (narrative)
  3. Highlight ALL of the tier 2 words
  4. Select 3 of these words which appear to be most useful
  5. Define the chosen words
  6. Repeatedly practice these 3 words
  7. Use the words in speaking and writing
  8. Reinforce through writing
  9. Review after a period of time

How does this link to trips and visits?  

  1. Graphic organisers

A graphic organiser, also known as a knowledge map, concept map or story map is a pedagogical tool that uses visual symbols to express knowledge, concepts, thoughts, or ideas, and the relationships between them.

EEF research demonstrates that using graphic organisers and drawing pupils attention to text features are useful when reading expository or information texts. Graphic organisers also tie in nicely with the research around metacognition. Pupils are more successful if they can make their thinking explicit and they have a clear understanding of what is required to succeed. Modelling by the teacher is the cornerstone of effective teaching; revealing the thought processes of an expert learner helps to develop metacognitive skills.  These strategies are particularly impactful for disadvantaged and SEND pupils.

How do you teach children to write an explanation?

IPEEL Research project: Using self-regulation to improve writing. The approach had a strong positive effect on the writing outcomes of low attaining pupils at the transition from primary to secondary. The approach had beneficial effects for both FSM and non-FSM pupils.

The project aimed to use memorable experiences and an approach called ‘Self-Regulated Strategy Development’ (SRSD) to help struggling writers in Years 6 and 7. SRSD provides a clear structure to help pupils plan, monitor and evaluate their writing. It aims to encourage pupils to take ownership of their work and can be used to teach most genres of writing, including narrative writing. Memorable experiences, such as trips to local landmarks or visits from World War II veterans, were used as a focus for writing lessons.

When teaching a specific genre all teachers were asked to include the following elements:

  1. Discussion about the genre.
  2. Mnemonics – the mnemonic recommended for use was IPEELL:

I= Introductory paragraph;

P= Points;

E = Examples/elaboration;

E=End;

L=Links (connectives, openers);

L = Language (wow words, genre specific vocabulary, punctuation)

  1. Graphic organisers– all schools were asked to use the same graphic organiser (planning scaffold)
  2. Self-assessment- using a metacognitive approach

How does this link to trips and visits? 

What does Sue Palmer say? 

In order to help our children to write we must support them with:

– acquiring and internalising the factual content to be recorded;

– organising the content for their own purpose;

– considering the audience and purpose of the text;

– selecting an appropriate layout and language to convey the content.

At all points in the process the interface between spoken and written language is important. Firstly we must recognise the importance of spoken vocabulary (see point 1) and organising content before writing.- Skeletons to hang writing on.

Implementation

We began by looking and the curriculum and considering what trips and visits could support not only the pupil’s knowledge but provide pupils with contextual understanding of places beyond Malton. Although we believe our locality is important, we want our pupils to experience different methods of travel and explore places with a variety of cultures and context. We aim to enrich experiences beyond the locality for children with a focus on developing rich vocabulary. We expected this to impact positively on all areas of the curriculum.  We are committed to giving children as many of the following experiences as possible over their primary school career.

All trips and visits are planned well in advance allowing parents the time to make payments and payment plans if necessary. The Operational Manager plans, organises and books the trips to deduce workload from teachers. This is something which teachers speak highly positive about. The decrease in workload has meant they are eager to request that trips are arranged and children participate in as many experiences as possible.

 

Pledges: What do we want our pupils to experience?

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

2gether and Nursery-

Exploring the locality

Trip to the Library Trip to the Library Trip to the Library Trip to the Library Trip to the Library Trip to the Library

Reception- Exploring the locality

    Trip to the Library

Birds of Prey visitors into school

  Trip to the Library  

Year 1-

Visit the seaside

  Victorian experience in school or a dress up Victorian day Visit a church

Purpose: What do Christians believe?

    A day trip to Filey

Year 2-Visit a Museum

 

Castle Gardens- Exploring the woodlands     Visit a church

Purpose: Why do Christians celebrate Easter?

A day in York-Yorkshire Air Museum and Barley Hall (Tudors)

Purpose: Develop knowledge and understanding of Tudors and transport.

 

Year 3

Visit a multi-cultural City

  Fossils visitor into school.  

 

 

  Leeds- a day in a city (M&S Museum focusing on changes over time, visit the market and a walk around the city.)

Purpose: explore culture

Explore the history in local town- Malton

Year 4-

Cinema Experience

    Yorkshire Museum-Greeks and Romans

Purpose: deepen knowledge and understanding of Greeks and Romans.

  Cinema Experience Visit the Recycling Centre

Purpose: Looking at sustainability

Year 5-

Outdoor Adventure

        Thornton le Dale and Dalby (combined trip)

Purpose: Rivers and woodlands

 

Year 6-

To travel on public transport

 

  Eden Camp and

Travel on Coast liner

Purpose: WW1

    An additional event or trip TBC.