Design Concepts for Typical Kindergartens BAKER KAVANAGH ARCHITECTS
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The first Gold LEED accredited Kindergarten in the GCC, meeting World Education Standards
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Design Statement Design Philosophy & Approach
Drawing on extensive experience in delivering outstanding spaces for education and research into Qatari schools and successful precedents from other countries, Baker Kavanagh Architects have formulated a schedule of areas and proposed program for an ideal kindergarten for the MIddle East. The overarching concept of this proposal is that of flexibility- both in the everyday use of the spaces & in the possibility of future alteration & expansion of the kindergarten. The proposal is for a kindergarten for about 100 children. Using the ideal group sizes & child:staff ratios outlined in by World governing Education Bodies, guidelines for health & safety standards, this would equate to 6 groups of 20 children, at 2.5m2 unencumbered space per child, or ideally, 6 groups of 16 children at 3.25m2 unencumbered space per child. (The SEC has recommended that group sizes be decreased to 16. This would bring the space per child up to standards currently required in many other countries.)
Other points that have guided this proposal:
Doha
- This design could be the first Gold LEED accredited Kindergarten in the GCC. - It is seen within this proposal that the Environment and the buildings environment becomes an integral part of the children’s education, promoting awareness from early learning stages. - The quality of the building becomes critical in design, and the safety aspect for children, in that there would be no hidden spaces. And that the entire site becomes an extension of the typical Learning Module - The flexibility of the design was important to develope, as this design is presented as a series of proto-types with the beenfit of buildability, and adaptability to cope with smaller and larger student population numbers.
How Many of these Kindergartens will you need? Based on current Statistics
Age Group
Region Mesaleed
1-5
Total Jeryan Al Berna
Al Jemailya
Al Ghuwairiya
Al Shamal
Al Khor
Umm Salal
Al Wakra
Al Rayyan
Doha
333
226
633
47
273
1357
2349
2765
17 076
21 934
46 993
80% of popultion
260
180
506
37
220
1085
1880
2210
13 660
17 545
37 583
TOTAL
2
2
5
1
2
10
18
22
130
170
362
Assumptions 80% of population will attend Kindergaten Number of Kindergatens based on each catering for approx.100 students
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The Concept Projected Program & Design Brief
Group Module
Common Play/Activity/Dining Space
Library/AV room
For climate of the Middle East provision for an indoor play area which can be used by the children for gross-motor play during the hotter, more humid months. In addition to these functions, this space is to function as the primary circulation space to the Learning Group Bases. This is superior to having a corridor arrangement, in terms of the usefulness of the available space & children’s way-finding, as well as helping to give children more opportunity for interaction with children from other groups, fostering a sense of belonging to the kindergarten group as a whole. This space can also be utilised for children’s dining and planned whole-school special activities such as concerts & drama performances. Interior windows to group rooms to take advantage of borrowed natural light & allow for glimpses into the activity of the various groups. Includes storage & display space for books & AV material & informal seating for reading books or viewing of films.
Visiting/Consultation/ Observation/Interaction Space
To foster interaction between children, teachers & parents. Large community space at or around the entrance where parents can linger or even participate in some of their child’s activities. Connected to common activity space & reception, director & staff areas, this space would be a living room type area with visual connection to the learning spaces & space for display of children’s work.
Director & Admin Space
Located near entry for easy access by families & for surveillance of main entry. Space for both a Director (office with room for small meetings or private consultation) and a receptionist/administrator (reception counter, workspace & records storage/supplies)
Support/Staff Areas
Consisting of a large staff room to be used for meetings, staff work, with a kitchenette for lunches & breaks. Staff bathroom & locker area for personal belongings.
Kitchen
Located near entry to allow easy & secure delivery access. Connected to common dining/play area.
Nurse’s Room Outdoor Play Area Parking/Entry
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Includes space for large group activity, with the possibility of dividing the space with mobile furniture to provide smaller spaces as required on a day-to-day basis. Also contains space for storage of each individual child’s personal belongings, and ample space for display of completed projects & artwork. Every group room also has a craft sink & bench for messy learning activities, as well as ample storage for craft & learning materials. Each group room has a bathroom directly accessible from the learning activity space.
Small consultation room with two sick bays for sick children. Separate as possible from play/learning areas At least 50% shaded (mixture of shade structure & trees.) Consisting of various differentiated play zones for active group play, quiet individual play etc. These zones might be differentiated by varying ground surfaces for play, resilient matting should be used beneath any climbing/swinging equipment. Parking for the kindergarten with separate zone for staff parking & pickup/set down area.
Linked to
External Space children’s wc
staff wc
children’s wc
store
learning group room
store
learning group room
common library/av
security
staff lockers
Pick Up/ Set Down/ Parking
children’s wc learning group room
Staff Room
store
Linked to
Common Indoor Play
External Space Kitchen children’s wc
entry foyer
Reception
Director
learning group room store
Consultation/ Visiting Area
Health Clinic/ Nurse’s Room
learning group room
learning group room common outdoor play
store
children’s wc
store
children’s wc
Linked to
External Space 7
Site Arrangements Utilising Typical Module compnents to create acreative environment for young minds of tomorow’s future
Outdoor Play Area
Outdoor Play Area
LG7
LG6
LG8
LG9
LG5
LG4
LG12
Lib/ AV
Shared Indoor Play Area
LG1
LG2 LG12
Alternate Planning Example 01
LG8
LG6 LG7
LG9
LG6
Lib/ AV
Shared Indoor Play Area
LG12 Entry
Alternate Planning Example 03
8
LG4
LG11 LG2
Outdoor Play Area
Shared Indoor Play Area
LG3 LG12
LG3
Lib/ AV Entry
LG1
LG2
Staff Support
S N
N S
LG5
LG7
LG10
LG1 Staff Support
LG8
Outdoor Play Area
LG4
LG11
LG1
Entry
Alternate Planning Example 02
LG5
LG10
LG2
Staff Support
Staff Support
LG9
LG3
Lib/ AV
LG11 Entry
LG4
LG6
LG10
LG3
LG10
LG5 LG7
Shared Indoor Play Area
LG11
LG8
LG9
Alternate Planning Example 04
Site Arrangement Typical Conceptual Site Plan Site Boundary
Common Outdoor Play Area
Learning Group 9
Learning Group 8
Learning Group 6 Learning Group 7
50
Learning Group 5
00
Learning Group 4
Learning Group 10 6000 Emergency Vehicle access
100m
Common Indoor Play Area Learning Group 11
60
00
Learning Group 1 Administration Building
Learning Group 12
Learning Group 3 Learning Group 2
Main Entry Security For vehicle, and pedestrians visitors
Vehicle Entry
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Raised Pedestrian walkway to entry
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5500
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6000
Vehicle Drop-off Zone
S N 72m
Planning arrangement developed from bubble diagrams to demontrate ability of idea to become reality Please note that this site arrangement has been developed based on 100 children population, and modules can be adapted to smaller and larger school population numbers, as required, refer to Appendix of this document for alternate site arrangements
N S 9
Site Boundary
Common Outdoor Play Area
Learning Group 9
Learning Group 8
Learning Group 6 Learning Group 7
50
Learning Group 5
00
Learning Group 4
Learning Group 10 6000 Emergency Vehicle access
100m
Common Indoor Play Area Learning Group 11
60
00
Learning Group 1 Administration Building
Learning Group 12
Learning Group 3 Learning Group 2
Main Entry Security For vehicle, and pedestrians visitors
Vehicle Entry
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Raised Pedestrian walkway to entry
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6000
5500
3000
5500
6000
Vehicle Drop-off Zone
S N 72m
N S 10
Typical Site Arrangement
The Learning Module Entry
Entry
Entry
Entry Wet Area
Wet Area
Store
Wet Area
Store
Wet Area
Store
Open Learning Group Area
Open Learning Group Area
Open Learning Group Area
16 student x 3.25 sq.m 52 sq.m
16 student x 3.25 sq.m 52 sq.m
16 student x 3.25 sq.m 52 sq.m
Covered Outdoor Area
Covered Outdoor Area
Covered Outdoor Area
Store
Possible Cluster Grouping Open Learning Group Area 16 student x 3.25 sq.m 52 sq.m
Entry
Wet Area
Store
Entry
Open Learning Group Area 16 student x 3.25 sq.m 52 sq.m
Wet Area
Store
Entry
Open Learning Group Area 16 student x 3.25 sq.m 52 sq.m
Wet Area
Covered Outdoor Area
Store
Open Learning Group Area
Covered Outdoor Area
16 student x 3.25 sq.m 52 sq.m
Covered Outdoor Area
Covered Outdoor Area
Typical Learning Group Module
Possible Cluster Grouping
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Site Boundary
Learning Group
Internal Play A
Plant
Plant Air
Site Section
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Site Boundary
The Section
ay Area
Learning Group
Plant Air
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3D Sketch-Up Model of Kindergarten
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The Elevation Alternate colour options for Kindergarten
Option A
Option B
Coloured Buildings (primary), green roof, and white reflective roof structure
White Buildings, green roof, and coloured roof structure
Option C
Option D
White Buildings with splashes of colour, green roof, and white
Coloured Buildings (Pastel), green roof, and white
reflective roof structure
reflective roof structure
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Option A
3D Sketch-Up Model of Kindergarten Aerial View of Entry
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Option A
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Option B
3D Sketch-Up Model of Kindergarten Aerial View of Entry
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Option B
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Option C
3D Sketch-Up Model of Kindergarten Aerial View of Entry
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Option C
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Option D
3D Sketch-Up Model of Kindergarten Aerial View of Entry
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Option D
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Appendix A Design Philosophy & Approach
Pedagogical Shift in Early Years Education Teaching and learning patterns are becoming increasingly lateral as current pedagogical thinking shows students are less responsive to traditional ‘lecture style’ learning. To support this changing emphasis, kindergartens are required to be highly flexible and offer a range of spatial and programmatic options. Spatial requirements may now include group learning, project work spaces, breakout spaces, individual quiet spaces, small and large group spaces and outdoor learning areas.
parents
BKA is committed not only to consideration of current learning models but also anticipation of developing models as new technology further influences pedagogy. Some concepts which Baker Kavanagh Architects consider important in shaping good environments for early years education are as follows: Environment as 3rd teacher- Children are born with a natural sense of exploration and learn about their world through the senses of touch, sight, smell & hearing. Baker Kavanagh Architects considers this sensory part of learning to be especially important in early years education. The environment should play an important role at this stage, together with teachers & parents (along with the increasingly important role played by the computer.) Learning environments should be both stimulating & comforting, but above all have the flexibility to support small & large group learning and both programmed and unprogrammed activities and display of projects & artwork. Early learning environments need to directly contribute to learning in two key areas: firstly, to foster & stimulate the sensory perceptions of children to help them to develop & refine these. Secondly, accommodating, encouraging and giving form to a variety of types of social interaction, helping children to develop the skills to function well as Qatari citizens. In this way the learning environment is important in teaching these essential but invisible parts of the early learning curriculum. Emergent Curriculum & Flexible Environment - Early learning Curricula are becoming more flexible, leaving some room for unplanned learning alongside planned learning. This works by building learning activities on the current interests of the children. Spatially, this means planning for the unplanned - a high degree of flexibility is ideal.
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learning teachers
built environment
the learning environment as 3rd teacher
Appendix A Design Philosophy & Approach
Pedagogical Shift in Early Years Education Collaborative small & Large Group Works- Engagement in group activity helps to foster both a sense of belonging to the group and an awareness of the uniqueness of self. Spaces for early learning should be adaptable to both large & small group activities at different times throughout the day, or simultaneously. Early learning environments teaching sustainability- Window openings safe, but accessible or operable by children so that they can learn about natural ventilation & light, and how these can be used to make the indoor environment more comfortable and usable. Light switches and taps can also be used in the same way as part of learning about conservation of resources. What is more important than any of the principles that might be learnt though, is the overall attitude & philosophy of sustainability which they will take with them into their future lives.
public zone
parent/teacher/child interaction zone learning zone learning learning zone zone shared learning/ play zone learning learning zone zone learning zone
Play environments teaching sustainability- The idea of using the outdoor play area to integrate ecological processes into the learning & development of the children was an important principle in the very first kindergartens in the early 19th century. As children in contemporary society spend less and less time outdoors, the outdoor play environment becomes an increasingly important educational tool. The outdoor play area of a kindergarten should not be devoted only to the physical development of the children- it also provides opportunity for learning through play. Representational Exploration as Learning ToolsPrint, art, construction, drama, music & puppetry are used to present concepts & are invaluable in cognitive, linguistic & social development. The learning environment needs to provide the facilities & project space for these activities as well as supporting impromptu small & large group projects. Curriculum Child Centred, Teacher Framed- The role of teacher is changing to one of facilitator - teachers lend their expertise to the children, listening, guiding, observing & documenting their development, and promoting peer collaboration. Including Parents & Families- Traditionally, children’s parents have been excluded at the door of the kindergarten. Current theory recognises the importance of the family & the home in learning, and in a high degree of interaction between parents, teachers & children to cross-pollinate both home & school learning through this pedagogy of interaction.
spatial strategy for pedagogy of interaction
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Appendix B
Schedule of Areas Pre-School Kindergarten - 12 Groups of 16 (192 children, 20 primary contact staff) FUNCTION
AREA (m2)
Table of Areas PROXIMITY
COMMENTS
INTERNAL GENERAL AREAS Entry Foyer
12
SUBTOTAL
12
connected to entry, admin office
INTERNAL STAFF AREAS Director Office
20
Admin/Reception
10
Staff Room WC Disabled WCx4 Staff Lockers
30 10 10 10
SUBTOTAL
90
For admin & parent consultation Connected to Director's office, within entry foyer Room for staff respite, meal breaks, meeting area. Staff. Staff.- (4x2.5m2) Staff.
INTERNAL AREAS (GROUP MODULE) x 12 (20 children @ 2.5m2 unencumbered play space/child OR ideally16 indoor activity room
60
internal store
12
Children's Bathroom
10
SUBTOTAL for Single Group
82
SUBTOTAL for 12 Groups
984
Connected to internal store & children's wc connected to indoor activity room. connected to indoor activity room. (ideally also outdoor activity)
children @ 3.25m2 unencumbered play space/child) + (lockers/pigeonholes) + (craft sink & joinery) = 52 + 6 + 2 = approx 60m2 (2xWC & 2xWashbasin) per group of 16 children.
INTERNAL AREAS kitchen/canteen Common Indoor Play Area Consultation/Observation/Receptio n Lounge space
20 600
Health Clinic (nurse)
36
Library/AV Room
60
SUBTOTAL
736
TOTAL INTERNAL AREAS
1822
Excluding Circulation
CIRCULATION/WALLS
364.4
Assume 20% Circulation & Walls
APPROX TOTAL BUILDING AREA
2186.4
20
Proximate to common play
Food prep & storage. Internal Play
connect to admin/reception & common play 1x physician room, 1x examination room with sick bays & 1x lavatory.
EXTERNAL CHILDREN'S AREA Outdoor Activity Area
1968
external store 1
6
external store 2
6
SUBTOTAL
Access from common internal play area. connected to/ located within outdoor activity area connected to/ located within outdoor activity area
2x(Area dedicated to classrooms) NB. This area to be at least partially planted and min. 50% shaded. storage for external play etc. equipment storage for external play etc. equipment
1980
GENERAL EXTERNAL AREAS Carparking General
1583
Pickup/Setdown + Passing Lane Entry
1026 16
Security/ guard post
7
Landscaping
262.5
SUBTOTAL
2894.5
(76 Cars @ 2.5m wide X 5.8m) + (2 disabled space @ 3.7m wide x 6.0m) using 90 deg parking bays & 6.5m central aisle. 1 space per 4 children, 1 space per staff member + disabled req. Based on a 5.5m wide area surrounding Parking area located at entry (either to building or (minimum 6.5m2 provision for guard post) to site) Based on 10% of external areas
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Appendix C
June solar altitude - 89o
N
Site Planning & Orientation for Qatar December solar altitude- 42o
Planning Constraints BKA has endeavoured to establish the “minimum site” required for a standard kindergarten. This minimum site has been determined by criteria we have adopted for an ideal outcome – these consist of the following: a) Orient the kindergarten building to minimise solar exposure of the classrooms. Ideally the building should be oriented with majority of surface area facing to the north & south– facades facing north or south can easily be detailed to avoid direct sunlight and capture cooling north westerly breezes. b) Kindergarten buildings to be single storey, & level with outdoor play areas. Several site typologies might be suitable for a kindergarten (eg. smaller urban sites as part of mixed use development.) For this proposal a typical suburban, level site has been assumed.
strategy to maximise natural light & ventilation & minimise solar heat gain PRIMARY
LIGHT SHELF
ENTRY
Drop-off
Drop-off
c) Each classroom to have strong visual connection to outdoors & access to natural light & ventilation. d) Indoor Play area, to integrate with outdoor play area at one easily supervised primary connection point.
optimum building orientation to minimise solar heat gain & harness ADMINcooling NW breezes SECONDARY
PRINCIPLE - N/S ORIENTATION OF COURTS-MAX SHADE, E/W ORIENTATION OF GROUP- MAX EXPOSURE TO SEA BREEZES
BUS STOP
PARKING
sketch parking/drop off/pick up strategy
VISITOR PARKING
PARKING
INFLUENCE - COMPACT, HIGHLY POROUS PLANNING - SHADED PEDESTRIAN STREETS Arabic streetscape - High degree of spatial articulation to circulation routes, providing for a variety of programs & functions within one space. This SECURE/SAFE concept can be applied to the edge treatment of DROP OFF shared indoor circulation/play area.
DROP OFF/P
INFLUENCE - AHMADIYA SCHOOL, DUBAI - COURTYARD, DEEP, SHADED CLOISTERS & BALCONIES, PASSIVE COOLING early Arabic school- classrooms organised around shared central courtyard, with cloistered transition space.
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- WIND TOWERS PROMOTE COOLING & VENTILATION THROUGHOUT BUILDINGS principles INFLUENCE of natural ventilation using wind towers. This principle can be used around transitions between central play area & classrooms to promote air movement in each
Appendi xC Design Philosophy & Approach
Principles From Traditional Arabic Design BKA believes the incorporation of elements of traditional Arabic passive design produces climatically appropriate and environmentally responsible solutions. These solutions include the careful use of shading to reduce the heat effect on the buildings by both the screening of large openings and the shading of space between the buildings - therefore a ‘compact’ solution is often a desirable result - both to reduce the overall building footprint (and thus the building cost) as well as for the environmental benefits. Other traditional Arabic building elements which can be employed are wind towers, screens and carefully placed small openings. Commitment to environmentally sustainable design principles is paramount - traditional passive options are complemented with technological solutions to achieve the optimum result in terms of environmental sustainability & cost. Long term environmental benefit will be considered against possible higher initial cost to determine the adoption of elements such as photo-voltaic cells etc. Passive design strategies will ensure that natural ventilation will be possible for half the year.
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Appendix D Typical Spatial Arrangements
Outdoor Play
Organisation 1- Cluster model, organised around internal play space. Focus to interior. Poor connection of indoor & outdoor activity areas. Good relationship between learning zones & indoor play. Outdoor play area difficult to supervise.
Learning Group Base
Learning Group Base
Store/ WC
Learning Group Base
Shared Indoor Play
Staff Support
WC
Learning Group Base
Store/ WC
Learning Group Base
Entry
Outdoor Play
Learning Group Base
Store/ WC
Learning Group Base
Store/ WC
Store/ WC Organisation 2- Cluster model, organised around common services & corridor. Focus to outdoor play areas. Good connection from learning zones to indoor play (although 2 classes share circulation with support zones) Excellent connection from learning zones to outdoor play area. Poor usability of outdoor play area, broken up & thus difficult to supervise. Poor orientation for classrooms (most exposed to east or west.)
Learning Group Base
Store/ WC
Shared Indoor Play
Entry
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Learning Group Base
Learning Group Base
Staff Support
Appndix D Typical Spatial Arrangements
Outdoor Play
Covered Play Learning Group Base
Covered Play
Store/ WC
Learning Group Base
Covered Play
Store/ WC
Learning Group Base
Covered Play
Store/ WC
Learning Group Base
Covered Play
Store/ WC
Organisation 3- Linear model, organised along internal spine. Focus to external play areas & covered transition areas to each group room. Poor connection from classrooms to indoor play area. Excellent connection from classrooms to outdoor play, with useful covered outdoor transition to each. Highly usable & supervisable outdoor play area. Corridor arrangement means less usable indoor space & poor wayfinding & orientation for children. Good solar orientation of classrooms.
Learning Group Base
Circulation
Shared Indoor Play
Entry
Staff Support
Outdoor Play
Staff Support
Learning Group Base
Store/ WC
Learning Group Base
Store/ WC
Shared Indoor Play Entry
Learning Group Base
Store/ WC
Learning Group Base Learning Group Base
Store/ WC
Organisation 4- Hybrid linear model, organised around articulated spine broken up into a series of common activity & indoor play spaces. Poor interaction between some classrooms & outdoor play, excellent connection to indoor play area. Indoor play area more suitable for fine motor and small group activity as it is broken into smaller volumes. Highly usable & supervisable outdoor play area. Good solar orientation for almost all classrooms.
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Appendix E Analysis of Planning Precedents
LEGEND entry
shared library/av
staff/support
circulation/corridor
shared indoor play
utility/storage
learning group base
covered outdoor play
shared- other
outdoor play
Bambinos International Learning Centre Architects: Scott Edwards Architecture Location: Hood River, OR, USA Project year: 2008 Budget: US $2,000,000 Site Area: 43 Acre Constructed Area: 762 sqm
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Learning Group
St
Learning St Group
Play
Learning Group
Entry
Learning St Group
Learning Group
Staff
Lib.
Appendix E Analysis of Planning Precedents LEGEND Staff/ Support
Play
Store
Learning Group
Learning Group
Store/ WC
Store/ WC
Indoor Play
Learning Group
entry
shared library/av
staff/support
circulation/corridor
shared indoor play
utility/storage
learning group base
covered outdoor play
shared- other
outdoor play
Entry
Kindergarten - Skanderborggade Architect: Dorte Mandrup Arkitekter Aps Location: Copenhagen, Denmark Project Year: 2005 Client: City of Copenhagen - Department of Labour & Family Affairs Photographs: Jens Markus Lindhe
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Appendix E Analysis of Planning Precedents
LEGEND entry
shared library/av
staff/support
circulation/corridor
shared indoor play
utility/storage
Indoor Play
Store
Store
Lib. learning group base
covered outdoor play WC
shared- other Program Planning Arrangement Siting Access/Security
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outdoor play
Lib.
Store Entry
Staff
Learning WC Learning Group Group St
Learning WC Learning Group Group St
Appendix E Analysis of Planning Precedents
WC Learning Group
Play
Play
Store
Store
LEGEND
WC Learning Group
Play
Entry Play
Indoor Play
Staff
Staff
Learning Group
Learning Group
Play
Store
Store
Learning Group
Play
Play
entry
shared library/av
staff/support
circulation/corridor
shared indoor play
utility/storage
learning group base
covered outdoor play
shared- other
outdoor play
Tromsø Kindergarten Architects: 70ºN Arkitektur Location: Tromsø, Norway Contractor: Bjørn Bygg AS Site Area: 622 sqm Outdoor Area: 1,825 sqm + 1,712 sqm Construction year: 2006
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Appendix F Baker Kavanagh Architects
Baker Kavanagh Architects proposes concepts for a Kindergarten for 100-240 children. These concepts are based both on rigorous study of precedents & on current theories of pedagogical approaches to early learning.
U.S. Green Building Council
We believe our firm has the resources and capability to successfully deliver these kindergartens & would like to be considered by ASHGHAL for any future projects of this type.
Baker Kavanagh’s Capabilities Baker Kavanagh has both local Middle East and international experience with School design. We have a practice of around 30 people based across three locations – Dubai, Sydney and Newcastle (Australia). Our three offices undertake regionally specific work, but also divert additional personnel to support projects in other offices when required. This gives us the advantage of absolute flexibility of staffing to meet critical deadlines.
Education Experience
Australian Green Building Council
Educational and institutional buildings are a particular focus of the practice. We have worked on a private nonprofit 1200 pupil school in Jebel Ali, UAE, and public schools with the NSW Department of Commerce, the Catholic Church, and also the private education sector in Australia. We are familiar with the many logistical difficulties in working on a school campus – much of our work has been on tight sites within existing campuses. We offer innovative planning solutions to maximise the site potential and project outcomes. We also carefully consider the execution of our schemes, most especially to the minimisation of impact on the operation of the school during construction. Baker Kavanagh is a member of the Council of Educational Facilities Planning International (CEFPI) Our established system of centralised file sharing and live communication between office sites allows our staff to collaborate remotely and efficiently. Time differences between zones allow around the clock project progress.
Ecospecifier
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Council of Educational Facilities Planners International
Appendix F Baker Kavanagh Architects
Team Availability We have very recently completed documentation for the new 1200 pupil K-A Level Jebel Ali School in Dubai. The school is one of the first in the UAE to be fully designed to meet LEED (Green Building Council Leadership in Energy and Environmental Design) requirements. The AED150 000 000 Jebel Ali School includes 44 classrooms, auditorium, music school, dance and drama school, libraries, laboratories and sporting facilities. As this project is drawing to a conclusion on April 13th 2009, we will be ready with an experienced team available for immediate start.
Sustainable Design BKA employs Environmentally Sustainable Design principles in all our projects, and has done so since the establishment of the practice. Our commitment to green design includes our membership of the Emirates Green Building Council, US Green Building Council, Australian Green Building Council and ECO Specifier. Our long-standing interest in sustainable design is evidenced by Director John Baker’s construction of his own eco-lodges at Mount View in the Hunter Valley. This project enabled BKA to further explore environmental technologies and available materials without the usual client constraints. BKA has an in-house Environmental Design Policy and Corporate Environmental Policy that govern our office culture and our project approach. A copy of these is available on request.
Quality Assurance Baker Kavanagh Architects is certified to International Standard ISO 9001:2000 Quality Management Systems, and our projects and staff are subject to regular external auditing. We consider our experience and capabilities worthy of your consideration, and would welcome the opportunity to work with Ashghal to deliver world-class early learning facilities for Qatar.
sectional perspective - schools proposal for adec
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Contact Details Baker Kavanagh Architects
UNITED ARAB EMIRATES DUBAI PO BOX 62219 T. +971 4 283 4522 F. +971 4 283 4511 E.
[email protected] QATAR Bldg 5, Level 2 Al Khalidiah P O BOX 55333, Doha T. +974 421 2525 M. +974 675 6671 E.
[email protected] John Baker DIRECTOR M. +971 50 259 6548 Najla Khoury ASSOCIATE M. +971 50 273 5862 Allison Burrows PROJECT ARCHITECT M. +971 50 273 5865 Jan Derricott OFFICE MANAGER M. +971 50 728 4701
AUSTRALIA SYDNEY T. +61 2 9318 9200 F. +61 2 9318 9222 E.
[email protected] NEWCASTLE T. +61 2 4979 8700 F. +61 2 4955 7016 E.
[email protected] www.bka.com.au
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