Arkwright affiliation 10:10 Initiative Forging forward with Flamefast Interface with Calder VI design students Town Hall student consultation Technology Challenge Day Technology College Redesignation New technologies and Learning for Life Alternative Energy Garden Primary Science and Technology resources

Arkwright Affiliation
Calder High has met the criteria to be recognised as an Affiliated Arkwright School, demonstrating our commitment to encouraging and stimulating high ability students to take up engineering or technological careers. The Arkwright Scholarship Trust is an independent charity founded in 1991, taking its name from the British innovative engineer Sir Richard Arkwright who harnessed water to power his mills.

As an affiliated school, high ability year 11 students who are planning to study Design & Technology with mathematics in Calder VI, and who are actively considering higher education in Engineering, Product or Industrial Design or Architecture, can now apply for an Arkwright scholarship. Successful candidates for the 250 available scholarships receive £500 over two years, and the school’s Technology Faculty a further £400.

The application process is a rigorous one, with a detailed application form followed by an aptitude paper where applicants have to produce innovative solutions to a particular design/engineering problem. Shortlisted candidates are then invited to interview at a university.

Head of Design Technology Mr Colin Unwin said “I am really pleased with this recognition of our continuing improvements as a Specialist Technology College – the task will now be to identify suitable year 10 students who may be eligible to apply in year 11.”

Deputy Headteacher Mr Chris Sylge added “I am delighted that we are one of the few comprehensive schools to have met the criteria of Arkwright affiliation, and look forward to seeing the first Calder High technology student go successfully through the application process. My grateful thanks go to my colleague Colin Unwin who has overseen this new relationship. Arkwright scholarships are incredibly prestigious and open a huge number of doors at university and in the world of work.”

New V.5 ECDL Syllabus at Calder High

ECDL Workshops: Wednesdays 3:30 to 7:00pm in Calder VI
(see poster)
The workshops are open to adults in the area who wish to gain this internationally recognised qualification. There are seven modules to work through. Learners can work at their own pace and take the tests for each module when they feel ready. The ECDL qualification is awarded for completion of all 7 modules.

For further information contact the Centre Manager: Mr K Ogden.

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Interested? Reply on the Cool School email and let us know why you would like to be on the 10:10 committee: Cool School.

Calder High is a “cool school” – it’s official. The school has signed up to a Government initiative to reduce carbon emissions in 2010, and top of the agenda is a plan to lower the heating temperature – which will also cut the school’s utility bills.

The School Council is currently discussing  a new “top layer” to add to the school uniform – perhaps a jumper, hoodie or fleece – as part of the “cool top, lower temperature” initiative.

Deputy headteacher Mr Chris Sylge said: “We will be setting up a committee very soon with governors, staff and students to assess different ways in which we might reduce carbon emissions. Success will be measured by realistic targets to cut the utility bills. This project aims to demonstrate public support, apply pressure to Government to commit to national cuts, and set a precedent for the UN climate change agenda.

“We are working with Cragg Vale Carbon Neutral Group and Hebden Bridge Alternative Technology Centre.”

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Forging Forward with Flamefast
Year 11 students, Paige and Grace demonstrate the new Flamefast equipment

This term has seen the installation of a fantastic new piece of equipment at Calder High. Our status as a Specialist Technology College has allowed us to purchase new heat processing equipment from Flamefast UK ltd. which will allow our design and technology students to add brazing, forging and casting to their armoury of skills.

Head of Technology faculty Mr Colin Unwin said “this new Flamefast equipment allows us to further develop our engineering capability, and also feed into the range of processes available for our A level Product Design and Art, Craft & Design students. In particular, for Art, Craft & Design, it allows us to cast bronze sculptures and undertake decorative metal work which is a unique facility for a secondary school.”

Deputy Headteacher Mr Chris Sylge added “As a specialist Technology College it is vital that we invest in these sorts of technologies to allow our students to broaden the range of media in which they work.  Our students are creative and enterprising and I’m sure will make great use of these new facilities to really enhance their learning in technology.”

The new equipment will be used by all year groups, particularly at post-16 and with the new Engineering BTEC, available to Calder High key stage 4 students from September 2010.

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A Green Design for the Future - Sixth form designers interface with Interface

On Thursday 5 November Year 12 and 13 Product Design students were lucky enough to host a visit and presentation from Nigel Stansfield of global flooring giant InterfaceFLOR – the largest modular carpet manufacturer in the world.

Interface’s UK operation is based at Shelf near Halifax and is the fifth largest employer in Calderdale as well as the global market leader in “Green Flooring”.  The company’s Mission Zero drive means that every creative, manufacturing and building decision they make is intended to help them achieve zero environmental footprint by 2020.

Senior Product, Design and Innovation Director Nigel Stansfield described to the students the process of turning their business from a “normal traditional business, to one which looks at sustainability in its products and its operations on a daily basis”.

He talked about the importance of not only looking at design as a way of being environmentally friendly, but also of operating new technologies to move away from “traditional” methods of powering and heating businesses.

Design Technology Teacher Rob Cameron, who hosted the visit, noted that “InterfaceFLOR usually lecture at university or national business level where they are invited as keynote speakers, so our Calder VI students were fortunate indeed to be given the opportunity to see & question the techniques and methods they need to use, when they are the people designing our future.”

Mr Stansfield pointed out the sustainable benefits of considering all levels of a business but also discussed the advantage a business has over competitors if it is “totally green and committed to sustainability.”

"Students were able to see new revolutionary designs which are not yet on the market and found the opportunity to look at the real world of design and development in practice absolutely invaluable,” said Mr Cameron.

Deputy Headteacher Mr Chris Sylge said, “We are indebted to the team at Interface who have given up their time to talk to our science and technology students on two occasions now, and I am delighted to hear of their generous invitation to the Product Design students to visit the site at a later date, to see ‘green business’ in action. My grateful thanks go to Ruth Walton and Nigel Stansfield at Interface for their continued work in support of the school, and to my colleague Rob Cameron for his management of the partnership.”

Town Hall Student Consulation: 8 October

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Technology Challenge Day (Report by Mr C Sylge, Deputy Headteacher)

On 22 June this year, Calder High hosted a Technology Challenge Day for four local schools. Year 8 Calder High students were joined by students from Park Lane, Halifax High and Ravenscliffe special school for the all-day event. The task was to 'Design and make a mechanism that could propel a squash ball as far as possible' and each team had a set of standard materials, but could get extra on request - a bit like 'Scrap heap challenge' from TV.

Each school had six students who were then allocated into four mixed groups. Each team then had four hours in total to watch a demo, research and design their mechanism from internet based images and plans, and then to manufacture and test their designs.

Three out of the four teams made successful working catapults, trebuchets or onagers that fired the squash ball successfully. The winning distance was 40 feet. The winning team of engineers comprised Chad and Isobel from Calder High, and Rosemeen, Dhanyal, Shabnum and Resheena from Halifax High. Pictured: the winning team building and testing their creation in the workshop.

Technology teacher Mr R Cameron, who coordinated and led the whole event, said: “The students’ attitudes, effort and imagination were excellent, and everyone who took part should be very proud of themselves. Bearing in mind that students were working in teams with people they didn't know, they adapted, planned and executed the mechanisms to a really high standard under pressure to a tight deadline.”

Mr Cameron also noted how pleased he was at the strong lead the Calder High pupils took in all the teams. “It was a great event and we’re really looking forward to running it again next year” he said.

Pictured: Mr Cameron with a pupil from Park Lane High, giving it their best shot.

Technology College Redesignation
The DCSF has re-designated Calder High School as a Specialist Technology College for at least a further three years, following a successful Ofsted inspection and the submission of a new three year improvement plan. (Letter to parents/carers re raising fund from local employers/businesses)

We are delighted that the DCSF have given us this ringing endorsement of all the hard work that staff and students have undertaken over the past three years since our last redesignation. Technology college status is critical to so many aspects of our outreach work, to our involvement in community projects, adult learning and with our primary partners. It allows us to access additional funding to ensure our students get the very best educational experience within school and have access to the technologies and teaching practices fit for 21st century learners.

Calder High was one of the first schools to have achieved Technology College status back in 2000 and the school’s most recent Ofsted inspection made a point of noting that the school’s technology specialism had been well used to enhance the learning environment. Technology Colleges use their specialist status to raise standards of achievement and the quality of learning particularly in design and technology, science and mathematics.

The students have been pleased with their progress too. In the school’s May 2008 survey of pupil, staff and parental opinion, conducted by the external
agency Kirkland Rowell, the specialist subjects occupied four of the top seven slots in terms of subjects where students felt they were making good progress.

We are really looking forward to the next three years as a Technology College. We have a clear vision of what we want to achieve within and beyond the specialist subjects, and a fabulous team of staff and students to deliver it.

Mr Chris Sylge
Deputy Headteacher and Director of Specialisms

New technologies and Learning for Life (Examples from Year 7 / Year 9)
Webpage created by students using FrogBricks...click on image to view site

As part of the school’s Learning for Life programme, year 7 and year 9 students have been working in teams to investigate issues that particularly interest them, then communicating their findings to an audience using a range of technologies. The objective of this work, which is undertaken over a 6-7 week half term, is to help students draw on their own lives and experiences to ask and answer questions about things that interest or affect them. Students work collaboratively in teams to research answers, then use appropriate technology to raise awareness of their issue by communicating their conclusions persuasively to their peer group (and others). They are then given the opportunity to evaluate their own and others’ success as both team members and individuals.

We hope that in working on and thinking about their project students can begin to become better communicators, independent enquirers, creative thinkers, reflective learners, team workers, self-managers and effective participators – in line with the requirements of the new KS3 curriculum. The Learning for Life project website with more information can be accessed: project outline and information.

Other examples of Year 7 group web pages:

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Solar Panels and displays

The solar panels and displays are part of the ongoing development of the school's alternative energy garden.

Hot water solar panel display	Electricity Panel display

The displays are an integral part of the Energy Garden and enhance the educational elements of the whole project. Students can now see exactly how electrical energy and hot water can be generated without impacting on the environment. The electricity from the Solar electricity panels feeds into the school's electricity supply and helps to reduce the amount of electrical energy supplied to the school. The Solar Hot Water panels supply hot water for the catetakers. Susie Feltham from the Hebden Bridge Alternative Energy Centre has been involved in the design of the garden from the outset and she has worked with students on many aspects of the garden's development.

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Primary Science and Technology resources available:

	Click on the icon to view resouces booklet

This booklet shows the range of science resources that can be booked out.
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