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BAKER KAVANAGH ARCHITECTS
Design Concepts forTypical Kindergartens
The first Gold LEED accredited Kindergarten in the GCC,
meeting World Education Standards
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5
Design StatementDesign 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:
- This design could be the first Gold LEED accredited Kinder-garten in the GCC.
- It is seen within this proposal that the Environment and the buildings environment becomes an integral part of the chil-dren’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.
Doha
How Many of these Kindergartens will you need?Based on current Statistics
Assumptions
80% of population will attend Kindergaten
Number of Kindergatens based on each catering for approx.100 students
Age Group Region Total
Mesaleed
1-5 46 993
37 583
333
260
2 2 2 10 18 22 130 170 3625 1
226
180
633
506
47
37
273
220
1357
1085
2349
1880
2765
2210
21 934
17 545
17 076
13 660
Jeryan Al Berna Al Jemailya Al Ghuwairiya Al Shamal Al Khor Umm Salal Al Wakra Al Rayyan Doha
80%of popultion
TOTAL
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The ConceptProjected Program & Design Brief
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 belong-ings, 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.
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 ad-dition 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.
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 con-
nection to the learning spaces & space for display of children’s work.
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 consulta- tion) and a receptionist/administrator (reception counter, workspace & records storage/supplies)
Consisting of a large staff room to be used for meetings, staff work, with a kitch-enette for lunches & breaks. Staff bathroom & locker area for personal belongings.
Located near entry to allow easy & secure delivery access. Connected to commondining/play area.
Small consultation room with two sick bays for sick children. Separate as pos-sible 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 mattingshould be used beneath any climbing/swinging equipment.
Parking for the kindergarten with separate zone for staff parking & pickup/setdown area.
Group Module
Common Play/Activity/Dining Space
Library/AV room
Director & Admin Space
Support/Staff Areas
Kitchen
Nurse’s Room
Outdoor Play Area
Parking/Entry
Visiting/Consultation/Observation/Interaction Space
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security
entryfoyer
Director
Reception
Staff Room
staff wc
learninggroup room
store
children’swc
learninggroup room
storechildren’swc
learninggroup room
store children’swc
learninggroup room
store children’swc
learninggroup room
store
children’swc
learninggroup room
storechildren’swc
Kitchen
Common Indoor Play
Pick Up/Set Down/Parking
Consultation/Visiting Area
Health Clinic/Nurse’s Room
commonlibrary/av
stafflockers
common outdoor play
External Space
External Space
External Space
Linked to
Linked to
Linked to
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Site ArrangementsUtilising Typical Module compnents to create acreative environment for young minds of tomorow’s future
Alternate Planning Example 03
Alternate Planning Example 01
Alternate Planning Example 04
Alternate Planning Example 02
StaffSupport
Lib/AV
Lib/AV
Lib/AV
Lib/AV
StaffSupport
StaffSupport
StaffSupport
Entry
Entry
Entry
Entry
LG1
LG1
LG1
LG1LG12
LG12
LG12
LG12
LG2
LG2LG2
LG2LG11
LG11LG11
LG11
LG3
LG3 LG3
LG3LG10
LG10 LG10
LG10
LG4
LG4
LG4
LG4
LG9
LG9 LG9
LG9
LG5
LG5 LG5
LG5
LG8
LG8
LG8
LG8LG6
LG6
LG6
LG6
LG7
LG7
LG7
LG7
SharedIndoor
Play Area
SharedIndoor
Play Area SharedIndoor
Play Area
SharedIndoor
Play Area
OutdoorPlay Area
OutdoorPlay Area
OutdoorPlay Area
OutdoorPlay Area
NS
NS
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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 smallerand larger school population numbers, as required, refer to Appendix of this document for alternate site arrangements
6000
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Vehicle Drop-off Zone
LearningGroup 1
LearningGroup 2
LearningGroup 3
LearningGroup 4
LearningGroup 5
LearningGroup 6
Learning
Group 7
LearningGroup 8
LearningGroup 9
LearningGroup 10
LearningGroup 11
LearningGroup 12
Main Entry
SecurityFor vehicle, and
pedestrians visitors
Raised
Pedestrianwalkway
to entry
Site Boundary
6000
Emergency Vehicle access
10
0m
72m
60
00
55
00
30
00
55
00
60
00
5000
Common IndoorPlay Area
Common OutdoorPlay Area
Vehicle Entry
AdministrationBuilding
Site ArrangementTypical Conceptual Site Plan
NS
NS
10
Typical Site Arrangement
6000
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Vehicle Drop-off Zone
LearningGroup 1
LearningGroup 2
LearningGroup 3
LearningGroup 4
LearningGroup 5
LearningGroup 6
Learning
Group 7
LearningGroup 8
LearningGroup 9
LearningGroup 10
LearningGroup 11
LearningGroup 12
Main Entry
SecurityFor vehicle, and
pedestrians visitors
Raised
Pedestrianwalkway
to entry
Site Boundary
6000
Emergency Vehicle access
10
0m
72m
60
00
55
00
30
00
55
00
60
00
5000
Common IndoorPlay Area
Common OutdoorPlay Area
Vehicle Entry
AdministrationBuilding
NS
NS
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The Learning Module
Store
Entry
Open LearningGroup Area
CoveredOutdoor Area
16 student x 3.25 sq.m
52 sq.m
WetArea
Store
Entry
Open LearningGroup Area
CoveredOutdoor Area
16 student x 3.25 sq.m
52 sq.m
WetAreaStore
Entry
Open LearningGroup Area
CoveredOutdoor Area
16 student x 3.25 sq.m
52 sq.m
WetArea Store
Entry
Open LearningGroup Area
CoveredOutdoor Area
16 student x 3.25 sq.m
52 sq.m
WetArea
Typical Learning Group Module
Possible Cluster Grouping
Possible Cluster Grouping
Store
Entry
Open LearningGroup Area
CoveredOutdoor Area
16 student x 3.25 sq.m
52 sq.m
WetArea
Store
Entry
CoveredOutdoor Area
WetArea
Store
Entry
Open LearningGroup Area
CoveredOutdoor Area
16 student x 3.25 sq.m
52 sq.m
WetArea
Open LearningGroup Area
16 student x 3.25 sq.m
52 sq.m
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Sit
e B
ou
nd
ary
Sit
e B
ou
nd
ary
Learning Group Learning GroupInternal Play Area
Site Section
Plant
Air
Plant
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The Section
Sit
e B
ou
nd
ary
Sit
e B
ou
nd
ary
Learning Group Learning GroupInternal Play Area
Air
Plant
Plant
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3D Sketch-Up Model of Kindergarten
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The ElevationAlternate colour options for Kindergarten
Option A
Coloured Buildings (primary), green roof, and white reflective roofstructure
Option B
White Buildings, green roof, and coloured roof structure
Option C
White Buildings with splashes of colour, green roof, and white
reflective roof structure
Option D
Coloured Buildings (Pastel), green roof, and white
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
19
Option B
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Option C
3D Sketch-Up Model of Kindergarten
Aerial View of Entry
21
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 ADesign Philosophy & Approach
Pedagogical Shift in Early Years Education
Teaching and learning patterns are becoming increas-ingly lateral as current pedagogical thinking shows stu-dents are less responsive to traditional ‘lecture style’ learning. To support this changing emphasis, kindergar-tens 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.
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 con- sider important in shaping good environments for earlyyears 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 partof learning to be especially important in early years edu- cation. 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 contributeto learning in two key areas: firstly, to foster & stimu- late the sensory perceptions of children to help them to develop & refine these. Secondly, accommodating,encouraging and giving form to a variety of types of so- cial 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 flexibilityis ideal.
learning
teachers
parents
built environment
the learning environment as3rd teacher
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spatial strategy for pedagogyof interaction
shared learning/play zone
learningzone
learningzone
learningzone
learningzone
learningzone
learningzone
parent/teacher/childinteraction zone
public zone
Appendix ADesign Philosophy & Approach
Pedagogical Shift in Early Years Education
Collaborative small & Large Group Works- Engage- ment in group activity helps to foster both a sense ofbelonging to the group and an awareness of the unique-ness of self. Spaces for early learning should be adapt-
able to both large & small group activities at differenttimes throughout the day, or simultaneously.
Early learning environments teaching sustainabil- ity- Window openings safe, but accessible or operableby children so that they can learn about natural ventila-
tion & 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 theirfuture lives.
Play environments teaching sustainability- The idea of using the outdoor play area to integrate ecologicalprocesses into the learning & development of the chil-dren was an important principle in the very first kinder-
gartens 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 onlyto the physical development of the children- it also pro-vides opportunity for learning through play.
Representational Exploration as Learning Tools- Print, art, construction, drama, music & puppetry are used to present concepts & are invaluable in cognitive,linguistic & social development. The learning environ-
ment 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 pro-
moting peer collaboration.
Including Parents & Families- Traditionally, children’sparents have been excluded at the door of the kinder-
garten. 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.
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Appendix BTable of Areas
Schedule of Areas Pre-School
Kindergarten - 12 Groups of
16 (192 children, 20 primary
contact staff)
FUNCTIONAREA
(m2)PROXIMITY COMMENTS
INTERNAL GENERAL
AREASEntry Foyer 12 connected to entry, admin office
SUBTOTAL 12
INTERNAL STAFF AREASDirector Office 20 For admin & parent consultation
Admin/Reception 10Connected to Director's office, within
entry foyer
Staff Room 30 Room for staff respite, meal breaks, meeting area.
WC Disabled 10 Staff.
WCx4 10 Staff.- (4x2.5m2)Staff Lockers 10 Staff.
SUBTOTAL 90
INTERNAL AREAS
(GROUP MODULE) x 12
indoor activity room 60Connected to internal store &
children's wc
(20 children @ 2.5m2 unencumbered play space/child OR ideally16
children @ 3.25m2 unencumbered play space/child) +
(lockers/pigeonholes) + (craft sink & joinery) = 52 + 6 + 2 = approx
60m2
internal store 12 connected to indoor activity room.
Children's Bathroom 10connected to indoor activity room.
(ideally also outdoor activity)(2xWC & 2xWashbasin) per group of 16 children.
SUBTOTAL for Single Group 82
SUBTOTAL for 12 Groups 984
INTERNAL AREASkitchen/canteen 20 Proximate to common play Food prep & storage.
Common Indoor Play Area 600 Internal Play
Consultation/Observation/Receptio
n Lounge space20
connect to admin/reception &
common play
Health Clinic (nurse) 361x physician room, 1x examination room with sick bays & 1x
lavatory.
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
EXTERNAL CHILDREN'S
AREA
Outdoor Activity Area 1968Access from common internal play
area.
2x(Area dedicated to classrooms) NB. This area to be at least
partially planted and min. 50% shaded.
external store 1 6connected to/ located within outdoor
activity areastorage for external play etc. equipment
external store 2 6connected to/ located within outdoor
activity areastorage for external play etc. equipment
SUBTOTAL 1980
GENERAL EXTERNAL
AREAS
Carparking General 1583
(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.
Pickup/Setdown + Passing Lane 1026 Based on a 5.5m wide area surrounding Parking area
Entry 16
Security/ guard post 7located at entry (either to building or
to site) (minimum 6.5m2 provision for guard post)
Landscaping 262.5 Based on 10% of external areas
SUBTOTAL 2894.5
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INFLUENCE - WIND TOWERS PROMOTE COOLING & VENTILATION THROUGHOUT BUILDINGS
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 ofthe 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 typolo- gies might be suitable for a kindergarten (eg.smaller urban sites as part of mixed use develop- ment.) For this proposal a typical suburban, level site has been assumed.
c) Each classroom to have strong visual con- nection to outdoors & access to natural light &ventilation.
d) Indoor Play area, to integrate with outdoorplay area at one easily supervised primary con-nection point.
Appendix CSite Planning & Orientation for Qatar
PRINCIPLE - N/S ORIENTATION OF COURTS-MAX SHADE, E/W ORIENTATION OF GROUP- MAX EXPOSURE TO SEA BREEZES
LIGHT SHELF
December
solar altitude- 42o
June solar altitude - 89o
N
optimum building orientation to minimise solar heatgain & harness cooling NW breezes
principles of natural ventilation using wind tow- ers. This principle can be used around transitions between central play area & classrooms to promoteair movement in each
Arabic streetscape - High degree of spatial articula- tion to circulation routes, providing for a variety of programs & functions within one space. This concept can be applied to the edge treatment ofshared indoor circulation/play area.
strategy to maximise natural light & ventilation &minimise solar heat gain
early Arabic school- classrooms organised around shared central courtyard, with cloistered transitionspace.
sketch parking/drop off/pick up strategy
ENTRY
BUS STOP
VISITOR PARKING
Drop-off
ADMINPRIMARY SECONDARY
PARKING PARKING
Drop-off
SECURE/SAFEDROP OFF
DROP OFF/PARKING STRATEGY
INFLUENCE - COMPACT, HIGHLY POROUS PLANNING - SHADED PEDESTRIAN STREETS
INFLUENCE - WIND TOWERS PROMOTE COOLING & VENTILATION THROUGHOUT BUILDINGSINFLUENCE - AHMADIYA SCHOOL, DUBAI - COURTYARD, DEEP, SHADED CLOISTERS & BALCONIES, PASSIVE COOLING
29
Appendi xCDesign 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 asfor the environmental benefits.
Other traditional Arabic building elements which can be employed are wind towers, screens and carefully placedsmall openings.
Commitment to environmentally sustainable design principles is paramount - traditional passive options are complemented with technological solutions to achievethe optimum result in terms of environmental sustain-ability & cost.
Long term environmental benefit will be considered against possible higher initial cost to determine theadoption of elements such as photo-voltaic cells etc.
Passive design strategies will ensure that natural venti-lation will be possible for half the year.
INFLUENCE - WIND TOWERS PROMOTE COOLING & VENTILATION THROUGHOUT BUILDINGS
30
Organisation 1- Cluster model, organised around internal play space. Focus to interior. Poor connection of indoor & outdoor activity areas. Good relationship be-tween learning zones & indoor play. Outdoor play area difficult to supervise.
Appendix D Typical Spatial Arrangements
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.)
Entry
Entry
Shared
Shared
Outdoor
Outdoor
Play
Play
Indoor
Indoor
Play
Play
Learning
Learning
LearningStore/
Store/ Store/
Store/Store/
Store/
WC
WC WC
WCWC
WC
WC
Learning Learning Learning
LearningLearning
Learning
Learning
Group
Group
Group
Group Group Group
GroupGroup
Group
Group
Base
Base
Base
Base Base Base
BaseBase
Base
Base
Staff Support
Staff Support
31
Appndix D Typical Spatial Arrangements
Organisation 3- Linear model, organised along internal spine. Focus to external play areas & covered transi-tion 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.
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 class-rooms.Entry
Entry
Shared
Shared
Outdoor
Outdoor
Play
Play
Indoor
Indoor
Play
Play
Learning Learning Learning Learning LearningStore/ Store/ Store/ Store/
Store/
Store/
Store/
Store/
WC WC WC WC
WC
WC
WC
WC
Learning
Learning
Learning
Learning
Learning
Group Group Group Group Group
Group
Group
Group
Group
Group
Base Base Base Base Base
Base
Base
Base
Base
Base
Staff Support
Staff Support
Covered Play
Circulation
Covered PlayCovered Play Covered Play Covered Play
32
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
entry
shared indoor play
staff/support
learning group base
shared- other
shared library/av
utility/storage
circulation/corridor
covered outdoor play
outdoor play
LEGEND
Appendix E Analysis of Planning Precedents
Entry
StaffSt
St St
Lib.
LearningLearningLearning
Learning Learning
GroupGroupGroup
Group Group
Play
33
Appendix E Analysis of Planning Precedents
entry
shared indoor play
staff/support
learning group base
shared- other
shared library/av
utility/storage
circulation/corridor
covered outdoor play
outdoor play
LEGEND
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
EntryIndoorPlay
Store
Staff/ Support
Learning
Learning Learning
Group
Group GroupStore/
Store/
WC
WC
Play
34
Program
Planning Arrangement
Siting
Access/Security
Appendix E Analysis of Planning Precedents
entry
shared indoor play
staff/support
learning group base
shared- other
shared library/av
utility/storage
circulation/corridor
covered outdoor play
outdoor play
LEGEND
EntryStaff
Lib.
Lib.
Learning Learning LearningLearning
Store
Store
Store
St
St WCWC
WC
Group Group GroupGroup
PlayIndoor
35
Appendix E Analysis of Planning Precedents
entry
shared indoor play
staff/support
learning group base
shared- other
shared library/av
utility/storage
circulation/corridor
covered outdoor play
outdoor play
LEGEND
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
Entry
Staff
Staff
LearningLearning Learning Learning
Learning
Store Store
StoreStore
WC WC
GroupGroup Group Group
Group
Play
PlayPlayPlay Play Play Play Play
Indoor
36
Appendix FBaker Kavanagh Architects
U.S. Green Building Council
Australian Green Building Council
Ecospecifier
Council of Educational Facilities Planners International
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.
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 interna-tional experience with School design. We have a prac- tice 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 advantageof absolute flexibility of staffing to meet critical dead-lines.
Education Experience
Educational and institutional buildings are a particularfocus of the practice. We have worked on a private non- profit 1200 pupil school in Jebel Ali, UAE, and public schools with the NSW Department of Commerce, the Catholic Church, and also the private education sectorin 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 offerinnovative planning solutions to maximise the site po- tential and project outcomes. We also carefully consider the execution of our schemes, most especially to the minimisation of impact on the operation of the schoolduring construction.
Baker Kavanagh is a member of the Council of Educa-tional 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 differencesbetween zones allow around the clock project progress.
37
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 dra-ma 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 avail-able 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 learn-ing facilities for Qatar.
Appendix FBaker Kavanagh Architects
sectional perspective - schools proposal for adec
38
39
UNITED ARAB EMIRATES
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
DUBAI
PO BOX 62219
T. +971 4 283 4522
F. +971 4 283 4511
QATAR
Bldg 5, Level 2
Al Khalidiah
P O BOX 55333, Doha
T. +974 421 2525
M. +974 675 6671
SYDNEY
T. +61 2 9318 9200
F. +61 2 9318 9222
NEWCASTLE
T. +61 2 4979 8700
F. +61 2 4955 7016
www.bka.com.au
Contact DetailsBaker Kavanagh Architects
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