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Cultural Capital and Powerful Knowledge

This course will show you how Cultural Capital can be used to help determine the breadth of your curriculum.

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Created and Led by
Chris Quigley
Duration
2 hours
Venue
Online or in-person
Target Audience
Teachers, Senior Leaders, Curriculum Leaders, Subject Leaders

Overview:

There is a common misconception that Cultural Capital involves visits to museums, art galleries and theatres. Whilst these are all very worthy activities they are not the same as Cultural Capital. This short course (2-3 hours) gets to the heart of what is meant by Cultural Capital and Powerful Knowledge and will show you how they can be used to help determine the breadth of your curriculum.

  • Clear definition of the terms
  • Linked to aims of National Curriculum and inspection
  • Practical considerations for curriculum and classroom.

Advance your understanding of:

  • The actual meaning of Cultural Capital and Powerful Knowledge
  • Why Ofsted have included these aspects in their inspection framework
  • How to plan for Cultural Capital and Powerful Knowledge in a range of curriculum subjects
  • The importance of a coherent approach to planning.

Take away:

  • Lots of examples of how Cultural Capital and Powerful Knowledge can be used to determine the breadth of your curriculum
  • A thorough understanding of the importance of them in the academic success and life chances of your students
  • A comprehensive reading list for further study of the key issues.

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Booking Options

What would you like to do?

  1. Book now for Chris to deliver this course online
  2. Enquire about one of our team delivering this course in-person at your school

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Evidence Informed
Evidence Informed
All our courses are based on peer-reviewed research.
Practical and inspiring
Practical and inspiring
We bridge the gap between evidence and practice.
Versatile environments
Versatile environments
We offer a choice between on-demand and live courses.
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Learning Traps: Teaching by Letting Students Fall In
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We often tell pupils that mistakes are part of learning — but what if we designed lessons to depend on them?“ Learning traps,” deliberate set-ups that help students learn through their mistakes, are not about tricking them but about crafting situations where getting it wrong becomes the most powerful route to getting it right. They expose faulty reasoning, common misconceptions, or surface-level thinking to deepen understanding. It’s a strategy as old as Socratic dialogue and as sharp as a well-set maths problem. And the evidence supports it. In this blog, you’ll discover five practical types of learning traps — from the ‘almost-right answer’ to the ‘fake success’ trap — each illustrated with classroom examples across subjects. You’ll also find guidance on how to use traps responsibly, along with references to key research on productive failure, retrieval, and metacognitive development.
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