Design Considerations Inform and Influence Emphasis on physics, nuclear physics and astronomy.

2. Design Considerations • Inform and Influence • Emphasis on physics, nuclear physics and astronomy. • Best practice • Innovative design • Sustainable construction • Mindful of West Cumbria Master plan and Energy Coast Initiative

3. Cockermouth School is an 11 - 19 Local Authority maintained, co-educational comprehensive school which serves the town of Cockermouth and surrounding villages. • The school presently has 1421 pupils on roll, 310 of whom are in the Sixth Form, housed in a planned single site building on Castlegate Drive. Cockermouth School is recognised by Ofsted as a 'high achieving school' and has recently been awarded High Performing Specialist School status by the DCSF.  • The school houses the Learning Support and Autistic Facility for West Cumbria and became a specialist Mathematics and Computing School in 2003. • The impact of Specialist School status in mathematics and computing has enhanced the educational opportunities for all pupils • Science and particularly Physics is a major strength at Cockermouth School. The number of students studying Physics has increased over the last decade when nationally these figures are in decline. There are a number of reasons for this: the students are hard working and employ a good work ethic; there is a strong Physics department with staff who are dedicated to achieving high standards and providing good and enthusiastic support for students and the local area has many science based industries which will employ returning graduates. • However, the Physics labs at Cockermouth School have seen little change since the school was built in the mid 1950s. • The labs provide an uninspiring environment in which to learn. Our intention is to change this by providing a new facility for Physics which, in addition, will provide support to Energus, the new skills centre at Lillyhall, the Cumbria Dalton Institute at West Lakes Science and Technology Park and the National Nuclear Laboratory at Sellafield.

4. To inform and influence the building of a Science Skills Laboratory and Planetarium as an exemplar and sustainable building that will have a particular emphasis on Physics, Nuclear Physics and Astronomy. • To include examples of best practice in innovative design and sustainable construction, leading by example in its use of available technologies and future emerging technologies. • To provide a study of presentational quality which will attract major funding from a variety of different sources. • Technical brief of labs •  To have as an overarching theme the electromagnetic spectrum and the impact its various components have on our lives. • To allow an increased understanding of the universe, its various components and how they relate to the origins of the universe and seasonal variation. • To enhance the opportunities for developing an understanding of nuclear processes, including radioactivity, as central to shaping the universe and the surface of the Earth. • To measure thermal energy flow as a need to minimize energy in housing and as a mechanism for rescuing people trapped after earthquakes, remote sensing and other relevant applications.

5. To demonstrate that ultra violet radiation is key in unlocking wave particle duality through the photoelectric effect and also more everyday uses such as detecting forged bank notes, its role in fluorescent lighting and work to determine which suntan lotion will be most effective at reducing the instance of skin cancer. • To study the medical uses of electromagnetic radiation from X-ray technology through the use of radioactive tracers to endoscopy • To provide sufficient space to allow the determination of the speed of light. • To study electrical forces that account for processes in biology and chemistry • To demonstrate practical examples and experiments in Physics. • To develop academic and practical skills • As well as catering for these more specialist needs it will also need to be used as a science lab for wider science teaching.

6. Existing Buildings- work with clients to settle new building in pertinent position • Work with BREEAM consultant looking at building macro and micro location effects, materials, power usage, material choice, environment modification against costs and the use of sustainable modifiers (solar/wind/earth) • In order to hit the cost brief the labs will have to be simple and expedient construction, the planetarium will be a form of its function but may be wrapped in a cloak to form a secondary shape within the interface between the structures. • Use of local sustainable materials where possible ( this may be changed where off site technology is more equitable under BREEAM standards) Innovation is the key. • Show the construction process. • Use of natural light to give additional benefits of energy reduction and physical awareness of the environment- where applicable. • Enhance the aspirations and functionality of project but producing a building that is inspirational, beautiful and technically proficient.

7. Two areas were put forward for the site of the Science Skills Laboratory and Planetarium and these are shown as site A and B. • Site A is adjacent to the Year 7 on the west of the site adjacent to Beech Lane., Site B is adjacent to the Eco Centre on the east of the campus. Negotiations were undertaken internally with the staff, externally with prospective funders and Cumbria County Council Planning department. • All parties agreed that Site B dealt with the aspirations of the project. • Site B provides a visual location for an inspirational building that can be easily controlled both in and outside of school time, the construction and health and safety matters are easily dealt with on this site and it also provides the ability to link with the Eco Centre to form a new wing for the school. Additionally this site does not affect third parties such as adjacent home owners.

8. The campus was originally built in 1958 for a school size of 750 pupils. As the school has been successful it has grown through the addition of several extensions :- • The east wing in the form of a raised single story area on steel columns was added in1967 • The main building is a typical 1950’s concrete framed structure with curtain walling to all elevations. The original open interior courtyard has been filled in 1991 to form a new sports hall and library. • The Learning Support and Autistic Facility or LSAF building was added in 2006 and again matched the existing elevations with metal windows and brick/render elevations. • A new art room was added in 2007 in brick and render with metal roof and blue double glazed windows. • The most recent was the addition of the Eco Centre completed in Aug 2007.

9. Consultation with all parties was pivotal to the scheme. The design team met with the steering group weekly over the design period. Members of the team also met with the Science Department and pupil groups to obtain their ideas and aspirations for the project. • Linked with the internal consultation has been external dialogue with industry members including Andrew King the Chief Executive of ENERGUS. • As part of the consultation, Department has set up a forum for the pupils and staff to comment on the plans, with replies from the design team. Wireless input may not work with many computers – raise with ICT. Rooms mostly used for lower school science with some Biology /Chemistry and then upper school Physics. Hooks on chairs for bags- simple or storage in pods Walls as part of experiment- colour finish- effects of lighting etc, colour wall Turf roof- to match eco centre- probably a sedum roof rather than turf Characters for physics- individual characters to explain physics experiments- maybe the children could design and then these could be used as murals on the walls etc. Also need pen whiteboard (this is not a matter for the feasibility but for when we get into detail design)

10. Existing Buildings- work with clients to settle new building in pertinent position. • Work with BREEAM consultant looking at building macro and micro location effects, materials, power usage, material choice, environment modification against costs and the use of sustainable modifiers (solar/wind/earth). • In order to hit the cost brief the labs will have to be simple and expedient construction, the planetarium will be a form of its function but may be wrapped in a cloak to form a secondary shape within the interface between the structures. • Use of local sustainable materials where possible ( this may be changed where off site technology is more equitable under BREEAM standards) Innovation is the key. • Show the construction process. • Use of natural light to give additional benefits of energy reduction and physical awareness of the environment- where applicable. • Enhance the aspirations and functionality of project but producing a building that is inspirational, beautiful and technically proficient. • Designed around people not technology. • Use of Open plan spaces to reduce the number of corridors and create an environment where children feel safe. • Natural Light. • Natural Ventilation-build up in CO2 can effect concentration

11. We investigated a number of typologies for Planetaria, some of which are shown on the right, the technology for s is rapidly changing with the invention of virtual environments and programmes like Microsoft World Telescope and Google World. However the typology of a Planetarium includes a location for a central projector, the room is domed shaped with a central unit and seating, images are projected on the inside of the surface of the dome • It should also be noted that the Planetarium is also used to teach the sciences, the design of the Laboratories and associated room is discussed later in the report. From typologies the investigations moved to ‘future school design’ and the use of a defining spark for the structure. • Different images of technology were discussed, including nuclear technology, the new particle accelerators in CERN and particle (Higgs particle) investigations. However the breakthrough came after going back to the roots of planetaria and the use of telescopes to look at the stars and galaxies.

12. Whilst looking through galaxies M74 came to view, this was distilled down to its basic form and superimposed on the site in Scheme 1, it fitted well with the Planetarium as the central part of the galaxy forms a hub and the arms forming the two lab wings. • This design was worked up in Fig 1 • Further to this it was decided to mirror the galaxy, this gave an improved relationship to the Eco Centre, a more inviting entrance from the school and an improved secondary entrance for use out of hours from the car park Fig 2

13. The building is split into two levels reflecting the topography of the land. • The lower level • The lower areas includes the central hub which houses the Planetarium/ Skills Lab 1 and break out area, the lower wing includes the ICT Labs together with associated rooms. • The Hub is accessed from the school via the main entrance to the breakout area, then through to the toilets and video wall and onto the ICT Labs via the rear corridor which is called the Lower Street. The breakout area has access to the Planetarium through a sound proofed lobby and joins Lab 1 and 2 which allows the rooms to be jointed together for specialized experimentation. • The video wall looks out onto bleacher seating (large stepped stadium style seating arrangement with an access stair to one side); this seating allows the wall to be used for curricular presentation or extra- curricular shows. It is intended that the space be used as an informal meeting area out of school period time and hopefully after school for community and business users. • The Lower Street can also be accessed via a separate entrance from the car park for out of hours use. The Lower Street also provides the access to the Eco Centre. • External doors from Labs 1 and 2 open out into external basement landscaping that provides for external teaching and rear area for means of escape. • Within the Lower Street are light wells from the upper street that allow internal vertical experimentation. • The lower wing ICT Labs form the lower wing of the galaxy that flow down the slope in small ramps, this allows segmentation of the roof and the use of north facing windows above the roof line. • The main plant room is located in this area on an external wall as required by the engineer.

14. The upper level • The upper wing or upper street which is accessed via the hub lift or staircase from the Lower Street includes Skills labs 2 and 3 together with the Prep room, Tutorial, Office and Meeting room. • The breakout area is open to the lower area via balcony, allowing a visual link to the presentation video wall and lower breakout area. The Upper Street also access to the upper Eco Centre biomes, toilets and stairs. • The Upper Street has views towards the existing classrooms and play areas. • The meeting room at the highest level has views out to countryside. The kitchen in this area provides the opportunity to have community and business groups as a revenue stream.

15. The model shows the three dimensional layout on site with the Planetarium/hub at the centre and the two wings flowing from this point up and down the hill. The Planetarium, Lab 2 and part of the break out area are part sunk into the ground, the labs have external areas that can be used externally for experimentation. • The Planetarium has a rear wall that rises to form a wedge to reflect in a minor way the rear of the Eco Centre. However the Planetarium dome sits at the base of this cut cylinder to form a visually different massing to the area. This central hub area will be made of masonry or dense material to aid sound proofing in the inner room. • The wings form segmented structures following the slope of the site, these wings will be constructed in lightweight materials, timber structures with hemp (details given in sustainability) or similar infill. • The external windows to the labs face west and north west and have small overhangs, the windows form a grid structure of window, door and infill panels that can designed differently within the grid for each lab whether science skills or ICT.( see lab design)

16. Cockermouth School has made sustainability a prime design criteria for the labs, this will be reflected in the choice of construction materials, the use of active heating and power systems and the specific requirement to have a BREEAM very good mark for the building. Therefore our meetings and team negotiations discussed sustainability as a major design factor during this stage. • With reference to the site analysis, the sun path, prevailing winds and other site conditions had an effect on the massing and orientation of the building. • The roofs are inclined to give a better angle to the sun for the PV systems, the north facing roof glazing also allows for natural daylight and stack cooling effect. The roof will be finished in Sedum to reduce rainwater run off, this material has low maintenance, good acoustic and thermal performance and increased biodiversity. • Included in the mix will be the requirements of materials and products to minimize the environmental impact. Elements considered include shortage of raw materials, ecological damage caused by the extraction of raw material, re use of on site demolished materials within the construction, data will be obtained to confirm energy consumed in relation to production and delivery of these materials and detail harmful emissions , global warming, health aspects recyclabilty and wasteO2.

17. Department for Children, Schools and Families – Classrooms of the Future www.teachernet.gov.uk Building Bulletins BB80 Science Laboratories in Secondary Schools BB88 Fume Cupboards in Schools BB90 Lighting Design for Schools BB95 Schools for the Future - Design for Learning Communities BB98 Briefing Framework for Secondary School Projects The International Forum for Innovative Schools – The language of School Design Patterns for the 21st Century BCSE (The British Council for School Environments) - Ideas Book – Global Learning Environments Sustainable Schools – Getting It Right Learning Technologies and Schools of the Future Manifesto for the Learning Environment BCSE awards celebrate the best in UK school design and construction CABE (The Commission for Architecture and the Built Environment) Creating Excellent Secondary Schools Department for Education and Training (Victoria, Australia) – Linking Pedagogy and Space General Design Criteria ▪Flexible, adaptable spaces for formal and informal teaching sessions with large and small groups and a new style of teaching and learning. ▪Good visibility and acoustics from all areas of the room ▪More than one location for presentations, experiments and practical demonstrations ▪Good quality furniture and equipment ▪Interactive structure, materials and services ▪Plenty of natural ventilation and light.

18. Specific Design Criteria ▪Minimum area of 90m2 for 30 Key Stage 3 and 4 pupils ▪At least 1 gas tap and power socket per pupil ▪Well labelled, well equipped storage facilities ▪Good visibility and access to fume cupboards for demonstrations and experiments Plenty of storage cupboards and shelving Closer analysis of our research into laboratory layouts and teaching spaces revealed that The Serviced Bollard System (below) offered the most advantageous layout solutions and addressed many of the design criteria extracted from our consultations with Cockermouth School. Advantages: ▪Flexible, adaptable teaching spaces ▪Group work (right) ▪Whole class activities (far right) ▪Large adaptable benches with good visibility for all pupils ▪Service bollards with sink, gas and power outlets ▪Versatile storage options ▪Good wheelchair access and circulation space ▪A ‘free wall’ for learning resources/visual aids and alternative presentation areas Fume cupboard with good visibility

19. Disadvantages: ▪Traditional service bollards are fixed ▪Traditional fume cupboards are fixed The Solution: ▪Retractable fume cupboards with fixed telescopic ducting systems ▪Telescopic service bollards Used in urban landscaping to provide services for market stall holders, telescopic service bollards would offer incredible flexibility in a science laboratory. Capable of incorporating a sink, gas supplies, power sockets and ICT terminals the pop up bollard would enable the teacher to adapt the room to suit many different teaching scenarios. Science Skills Lab 3 The unique shape of the proposed lab offers additional flexibility with: ▪7 service bollards ▪Groups of 3-8 pupils can be accommodated around each bollard ▪Adequate storage facilities ▪At least two separate presentation areas ▪1 fume cupboard with good visibility

20. The project is a new building on the site of Cockermouth School in Cockermouth, Cumbria. The proposed building is approximately 1260m2. • The building will be constructed to exceed the insulation requirements of the current Building Regulations and will be relatively well insulated and air tight in order to meet the • requirements or the Approved Document Part L, Conservation of Fuel & Power. • To maximise the use of renewable energy and low carbon emission energy systems an • integrated approach to the overall building design should be adopted to minimise energy use, reduce heat losses and minimise unwanted solar gain. In order to achieve this the following points should be considered during the design process: - • · Orientation of Building • · Roof pitch • · Optimising glazing of south facing elevations to reduce solar gain • · Increasing insulation standards beyond Building Regulations minimum • · Ensure renewable / low carbon emission energy systems are integrated within the • building fabric and engineering services • Whilst payback and life cycle costs exercises can be useful to determine selections for plant or normal engineering systems its use for renewable or low emission technologies and systems is limited and in many cases be counterproductive in maintaining a positive perspective into the incorporation of such technologies into the proposed building. • The main factors that affect schools projects developments are mainly driven by the • requirement of the improvements in the Building Regulations Approved Document Part L • 2006. There will be increased requirements for the approved document in future years to • further drive improvements in the energy efficiency of buildings. • Five renewable/low/zero carbon technologies are recommended for consideration on this • project. Of the five, the 4 preferred are: -

21. Solar Hot Water, P.V. Panels, Wind Turbine, Ground Source Heat Pump (Borehole) • A renewable energy budget is a major factor to viability of the technologies due to the lack of financial payback. The technologies proposed will provide good annual energy cost savings. A full 3 BREEAM Credits will be available. The proposed systems require very little maintenance and are therefore suitable for secondary school environment. • Although outside the general scope of this report it is recommended that the opportunity toinstall a rainwater collection system be taken, as these systems are relatively low cost and can provide short payback periods in terms of water cost savings. • The opportunity should be taken to provide a well insulated and sealed building withcontrolled ventilation and heat recovery to further reduce the energy consumption and hence CO2 emissions. These measures are often passive requiring little or no long maintenance requirements. • Utilising timber frame building methods allows the use of thick insulating walls whilst minimising building footprint, use of cost effective insulation and sustainable constructionmaterials. • Where comfort cooling is deemed necessary consider a centralised cooling plantwhereby the rejected heat can be usefully recovered to either heat other areas or • pre-heat domestic hot water. Ensure heat exchange recovery is incorporated into controlled ventilation to recover ‘cool’ from exhausted air.

22. We have no information yet on ground conditions on that part of the site, but presumably a site investigation was carried out for the Eco Centre.  A copy of that report may reduce, or even eliminate the need to carry out our own trial pits and/or boreholes. • The building seems to be at several different floor levels, presumably to make best use of the sloping site.  At each change in floor level there will need to be a tanked retaining wall, and at each change in roof level there will need to be vertical cladding, flashings etc, • The retaining walls may need to be reinforced concrete, or possibly reinforced concrete filled blockwork. • Because of the various changes in floor level it is likely that many of the ground floors will need to be suspended beam and block (or possibly timber) rather than simple ground-bearing concrete.  One possible advantage of this is that we may be able to keep some of the excavated material (from foundation trenches etc) on site as fill below the suspended floors • We will try as much as possible to construct the superstructure walls and roofs using timber.  As you will know this is a good environmentally friendly material which also allows us to maximise insulation depths in walls and roofs.  A timber roof could be used to support the Sedum roof covering I believe you have in mind. • As you no doubt know a Sedum roof removes CO2 and other pollutants from the atmosphere and has the added advantage that it helps the building blend in with its rural setting. • The central area around Lab 1 will probably need to be constructed using concrete block or clay brick walls to give good sound insulation and good load-bearing strength to support what will probably need to be concrete floors and roof.  These materials can all be sourced locally to reduce transport costs etc. • The dome itself may be best formed using a light framework of curved steel members, possibly supported off a grillage of steel beams within the flat roof space above Lab 1. • The building shape is good I believe, being segmental rather than curved.  This simplifies wall and roof panels and almost certainly reduces costs.

23. We will certainly hope to retain as many of the demolition materials on site and re-use them where possible.  Items such as bricks, blocks and concrete slabs can be crushed (either on site or off site) and re-used as sub-base below roads, car parks and floors.  Alternatively, if there are any external retaining walls required, the crushed material could be used to fill Gabions.  • Steel re- use comments:- • Analysis and desgn team means the re-use of steel is not economic or viable, re-used steel is hard to clean, fabricate and may not be covered by insurance.  • Much better to sell the second hand steel to a dealer where it will still be recycled one way or another. • Architects comment:- • We will try to reuse the steel on site for sculptural not structural elements to show the historical link with the site. It may be possible to work with local artists for a number of art installations throughout the building re-using site materials.

24. ·The landscape plan and design aims to provide appropriate planting to complement the existing landscape features but also provide some link to the Planetarium being designed on a star constellation. · Landscape plan aims to link both the Eco Centre ethos with the Planetarium building. · The landscaping should also aim to soften the building. The large wall at the back of the Eco Centre could be softened. · The use of native planting will complement the existing areas and link in with the Eco Centre and surrounding habitats. ·The car park area should be enhanced as this area detracts from the overall impact of both the existing Eco Centre and new building. · An initial thought is for two areas of the planting to use just white flowered plants, using a simple planting technique. These areas aim to continue the shape of the constellation and the use of white plants aims to suggest ‘stars’ in the night sky. The use of a dark wood mulch would aid this image. · Suggested planting should be a mix of perennials, some annuals and bulbs. The aim would be to provide some interest all year round but there would be a summer bias to this planting scheme. ·There may be options to use sculptures or other similar features. ·There could be the option to use bamboo water features or water in other traditional forms as ponds. It may be possible to create a modern/futuristic water feature near the main entrance to the Planetarium. Use of metal water features. · Willow weave areas could be incorporated in to walkways to create ‘tunnel’ walkways. ·The use of hard landscaping is limited but paths or entrances could incorporate the themes within the use of the building. This could start at the car park. · Existing rock armour features and walls could be softened with the use of ferns or climbing plants.

25. Green Design Group was founded as a innovative design practice and has developed a broad range of expertise on projects large and small since its original inception in 1978. The practice is split over two sites with offices in both Cockermouth and Brampton providing coverage throughout Northern England and Southern Scotland.