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BAKER KAVANAGH ARCHITECTS
The first Gold LEED accredited Kindergarten in the GCC, meeting World Education Standards
The quality of the building becomes critical in design.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. at 2. This would bring the space per child up to standards currently required in many other countries. (The SEC has recommended that group sizes be decreased to 16. or ideally.) Doha Other points that have guided this proposal: . Using the ideal group sizes & child:staff ratios outlined in by World governing Education Bodies. this would equate to 6 groups of 20 children. Baker Kavanagh Architects have formulated a schedule of areas and proposed program for an ideal kindergarten for the MIddle East.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. in that there would be no hidden spaces.The flexibility of the design was important to develope. The proposal is for a kindergarten for about 100 children.100 students 5 . and the safety aspect for children. How Many of these Kindergartens will you need? Based on current Statistics Age Group Region Mesaleed Jeryan Al Berna 226 180 Al Jemailya 633 506 Al Ghuwairiya 47 37 Al Shamal 273 220 Al Khor 1357 1085 Umm Salal 2349 1880 Al Wakra 2765 2210 Al Rayyan 17 076 13 660 Doha 21 934 17 545 Total 1-5 80% of popultion 333 260 46 993 37 583 362 TOTAL Assumptions 2 2 5 1 2 10 18 22 130 170 80% of population will attend Kindergaten Number of Kindergatens based on each catering for approx. .25m2 unencumbered space per child.both in the everyday use of the spaces & in the possibility of future alteration & expansion of the kindergarten. promoting awareness from early learning stages. 6 groups of 16 children at 3. And that the entire site becomes an extension of the typical Learning Module . 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. The overarching concept of this proposal is that of flexibility. guidelines for health & safety standards. .5m2 unencumbered space per child.
Located near entry for easy access by families & for surveillance of main entry. fostering a sense of belonging to the kindergarten group as a whole. Small consultation room with two sick bays for sick children. this space is to function as the primary circulation space to the Learning Group Bases. in terms of the usefulness of the available space & children’s way-finding.) Consisting of various differentiated play zones for active group play. This is superior to having a corridor arrangement. Located near entry to allow easy & secure delivery access. 6 . staff work. Every group room also has a craft sink & bench for messy learning activities. quiet individual play etc. To foster interaction between children. This space can also be utilised for children’s dining and planned whole-school special activities such as concerts & drama performances. workspace & records storage/supplies) Library/AV room Visiting/Consultation/ Observation/Interaction Space Director & Admin Space Support/Staff Areas Kitchen Nurse’s Room Outdoor Play Area Parking/Entry Consisting of a large staff room to be used for meetings. this space would be a living room type area with visual connection to the learning spaces & space for display of children’s work. Also contains space for storage of each individual child’s personal belongings. Each group room has a bathroom directly accessible from the learning activity space. Connected to common activity space & reception. Staff bathroom & locker area for personal belongings. as well as ample storage for craft & learning materials. Interior windows to group rooms to take advantage of borrowed natural light & allow for glimpses into the activity of the various groups. Space for both a Director (office with room for small meetings or private consultation) and a receptionist/administrator (reception counter. more humid months. These zones might be differentiated by varying ground surfaces for play. resilient matting should be used beneath any climbing/swinging equipment. Large community space at or around the entrance where parents can linger or even participate in some of their child’s activities. teachers & parents. In addition to these functions. Includes storage & display space for books & AV material & informal seating for reading books or viewing of films. and ample space for display of completed projects & artwork.The Concept Projected Program & Design Brief Group Module Includes space for large group activity. Common Play/Activity/Dining 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. Separate as possible from play/learning areas At least 50% shaded (mixture of shade structure & trees. Parking for the kindergarten with separate zone for staff parking & pickup/set down area. director & staff areas. with a kitchenette for lunches & breaks. Connected to common dining/play area. with the possibility of dividing the space with mobile furniture to provide smaller spaces as required on a day-to-day basis. as well as helping to give children more opportunity for interaction with children from other groups.
Linked to External Space children’s wc children’s wc store store staff wc security learning group room learning group room common library/av staff lockers learning group room Staff Room children’s wc Pick Up/ Set Down/ Parking store Common Indoor Play Kitchen entry foyer Consultation/ Visiting Area Linked to External Space children’s wc learning group room store Reception Director Health Clinic/ Nurse’s Room learning group room learning group room common outdoor play store children’s wc Linked to store children’s wc 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 LG9 LG8 Shared Indoor Play Area LG10 Lib/ AV LG6 LG5 LG4 LG9 LG8 LG7 Shared Indoor Play Area Lib/ AV LG12 Staff Support Entry LG6 LG5 LG4 LG3 LG10 LG11 LG3 LG2 LG1 LG11 LG12 Entry LG1 LG2 Staff Support Alternate Planning Example 01 Alternate Planning Example 02 LG9 LG8 LG6 LG7 LG6 LG5 LG4 Shared Indoor Play Area Outdoor Play Area LG10 Shared Indoor Play Area Lib/ AV Entry LG3 LG1 LG2 LG9 LG8 LG7 LG5 Outdoor Play Area LG10 LG11 LG12 LG4 Lib/ AV LG1 Staff Support Entry LG2 LG11 LG3 LG12 S N Alternate Planning Example 03 Staff Support Alternate Planning Example 04 N S 8 .
and modules can be adapted to smaller and larger school population numbers. refer to Appendix of this document for alternate site arrangements N S 9 . as required. and pedestrians visitors 6000 Vehicle Entry 1 2 3 4 5 6 7 Raised Pedestrian walkway to entry 5500 8 9 10 11 12 13 14 15 16 17 18 19 20 5500 3000 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 6000 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.Site Arrangement Typical Conceptual Site Plan Site Boundary Common Outdoor Play Area Learning Group 9 Learning Group 8 Learning Group 6 Learning Group 7 Learning Group 5 50 00 Learning Group 10 6000 Emergency Vehicle access Learning Group 4 100m Common Indoor Play Area Learning Group 11 60 00 Learning Group 1 Learning Group 12 Administration Building Learning Group 3 Learning Group 2 Main Entry Security Vehicle Drop-off Zone For vehicle.
and pedestrians visitors 6000 Vehicle Entry 1 2 3 4 5 6 7 Raised Pedestrian walkway to entry 5500 8 9 10 11 12 13 14 15 16 17 18 19 20 5500 3000 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 S N 72m N S 10 Typical Site Arrangement 6000 .Site Boundary Common Outdoor Play Area Learning Group 9 Learning Group 8 Learning Group 6 Learning Group 7 Learning Group 5 50 00 Learning Group 10 6000 Emergency Vehicle access Learning Group 4 100m Common Indoor Play Area Learning Group 11 60 00 Learning Group 1 Learning Group 12 Administration Building Learning Group 3 Learning Group 2 Main Entry Security Vehicle Drop-off Zone For vehicle.
25 sq.m Wet Area 16 student x 3.25 sq.m 52 sq.m 52 sq.The Learning Module Entry Entry Entry Entry Wet Area Store Wet Area Store Wet Area Store Open Learning Group Area Open Learning Group Area 16 student x 3.25 sq.m 52 sq.25 sq.25 sq.m Covered Outdoor Area Covered Outdoor Area Typical Learning Group Module Possible Cluster Grouping 11 .m Store Covered Outdoor Area Covered Outdoor Area Covered Outdoor Area Possible Cluster Grouping Open Learning Group Area 16 student x 3.25 sq.m 52 sq.m 52 sq.m Covered Outdoor Area Wet Area Store Open Learning Group Area Covered Outdoor Area 16 student x 3.m Open Learning Group Area 16 student x 3.m Wet Area Entry Store Entry Open Learning Group Area 16 student x 3.m 52 sq.25 sq.m 52 sq.m Wet Area Store Entry Open Learning Group Area 16 student x 3.
Site Boundary Learning Group Internal Play A Plant Plant Air Site Section 12 .
The Section ay Area Learning Group Plant Air 13 Site Boundary .
3D Sketch-Up Model of Kindergarten 14 .
and white reflective roof structure Option B White Buildings. green roof. and white reflective roof structure Option D Coloured Buildings (Pastel).The Elevation Alternate colour options for Kindergarten Option A Coloured Buildings (primary). green roof. green roof. and coloured roof structure Option C White Buildings with splashes of colour. and white reflective roof structure 15 . green roof.
Option A 3D Sketch-Up Model of Kindergarten Aerial View of Entry 16 .
Option A 17 .
Option B 3D Sketch-Up Model of Kindergarten Aerial View of Entry 18 .
Option B 19 .
Option C 3D Sketch-Up Model of Kindergarten Aerial View of Entry 20 .
Option C 21 .
Option D 3D Sketch-Up Model of Kindergarten Aerial View of Entry 22 .
Option D 23 .
accommodating. sight.Children are born with a natural sense of exploration and learn about their world through the senses of touch. Secondly. To support this changing emphasis. project work spaces. helping children to develop the skills to function well as Qatari citizens. parents learning teachers built environment the learning environment as 3rd teacher 24 . Some concepts which Baker Kavanagh Architects consider important in shaping good environments for early years education are as follows: Environment as 3rd teacher.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 foster & stimulate the sensory perceptions of children to help them to develop & refine these. Spatial requirements may now include group learning. but above all have the flexibility to support small & large group learning and both programmed and unprogrammed activities and display of projects & artwork. breakout spaces. smell & hearing.a high degree of flexibility is ideal. BKA is committed not only to consideration of current learning models but also anticipation of developing models as new technology further influences pedagogy. The environment should play an important role at this stage. together with teachers & parents (along with the increasingly important role played by the computer. Early learning environments need to directly contribute to learning in two key areas: firstly. kindergartens are required to be highly flexible and offer a range of spatial and programmatic options. Baker Kavanagh Architects considers this sensory part of learning to be especially important in early years education. encouraging and giving form to a variety of types of social interaction. this means planning for the unplanned . small and large group spaces and outdoor learning areas. Emergent Curriculum & Flexible Environment .Early learning Curricula are becoming more flexible. leaving some room for unplanned learning alongside planned learning. In this way the learning environment is important in teaching these essential but invisible parts of the early learning curriculum.) Learning environments should be both stimulating & comforting. Spatially. individual quiet spaces. This works by building learning activities on the current interests of the children.
teachers & children to cross-pollinate both home & school learning through this pedagogy of interaction. Spaces for early learning should be adaptable to both large & small group activities at different times throughout the day. linguistic & social development. and promoting peer collaboration. is the overall attitude & philosophy of sustainability which they will take with them into their future lives.Engagement in group activity helps to foster both a sense of belonging to the group and an awareness of the uniqueness of self. Representational Exploration as Learning ToolsPrint.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. spatial strategy for pedagogy of interaction 25 . guiding.Appendix A Design Philosophy & Approach Pedagogical Shift in Early Years Education Collaborative small & Large Group Works. or simultaneously. children’s parents have been excluded at the door of the kindergarten. As children in contemporary society spend less and less time outdoors. 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. art. the outdoor play environment becomes an increasingly important educational tool. Curriculum Child Centred. 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.it also provides opportunity for learning through play.teachers lend their expertise to the children. Early learning environments teaching sustainability. Including Parents & Families. but accessible or operable by children so that they can learn about natural ventilation & light. The learning environment needs to provide the facilities & project space for these activities as well as supporting impromptu small & large group projects. and in a high degree of interaction between parents. listening. music & puppetry are used to present concepts & are invaluable in cognitive. observing & documenting their development. Current theory recognises the importance of the family & the home in learning.The role of teacher is changing to one of facilitator . construction.Traditionally. Teacher Framed. and how these can be used to make the indoor environment more comfortable and usable. drama.Window openings safe. The outdoor play area of a kindergarten should not be devoted only to the physical development of the children.
1 space per staff member + disabled req.5 2894. equipment GENERAL EXTERNAL AREAS Carparking General Pickup/Setdown + Passing Lane Entry Security/ guard post Landscaping SUBTOTAL 1583 1026 16 7 262. meal breaks.4 2186. INTERNAL AREAS kitchen/canteen Common Indoor Play Area Consultation/Observation/Receptio n Lounge space Health Clinic (nurse) Library/AV Room SUBTOTAL TOTAL INTERNAL AREAS CIRCULATION/WALLS APPROX TOTAL BUILDING AREA 20 600 20 36 60 736 1822 364.4 Excluding Circulation Assume 20% Circulation & Walls Proximate to common play connect to admin/reception & common play 1x physician room.5m wide X 5. Food prep & storage. For admin & parent consultation INTERNAL AREAS (GROUP MODULE) x 12 (20 children @ 2. 20 primary contact staff) FUNCTION AREA (m2) PROXIMITY COMMENTS Appendix B Table of Areas 12 12 connected to entry. connected to/ located within outdoor activity area connected to/ located within outdoor activity area 2x(Area dedicated to classrooms) NB. Based on a 5. Internal Play EXTERNAL CHILDREN'S AREA Outdoor Activity Area external store 1 external store 2 SUBTOTAL 1968 6 6 1980 Access from common internal play area.(4x2..5m2 provision for guard post) to site) Based on 10% of external areas 27 .7m wide x 6.25m2 unencumbered play space/child) + (lockers/pigeonholes) + (craft sink & joinery) = 52 + 6 + 2 = approx 60m2 (2xWC & 2xWashbasin) per group of 16 children. meeting area. connected to indoor activity room.Schedule of Areas Pre-School Kindergarten . (ideally also outdoor activity) children @ 3. Staff. storage for external play etc.0m) using 90 deg parking bays & 6.5m2) Staff. 1 space per 4 children. within entry foyer Room for staff respite. equipment storage for external play etc.5m2 unencumbered play space/child OR ideally16 indoor activity room internal store Children's Bathroom SUBTOTAL for Single Group SUBTOTAL for 12 Groups 60 12 10 82 984 Connected to internal store & children's wc connected to indoor activity room.5m wide area surrounding Parking area located at entry (either to building or (minimum 6. 1x examination room with sick bays & 1x lavatory.8m) + (2 disabled space @ 3. This area to be at least partially planted and min.5m central aisle.12 Groups of 16 (192 children.5 (76 Cars @ 2. Staff. 50% shaded. admin office INTERNAL GENERAL AREAS Entry Foyer SUBTOTAL INTERNAL STAFF AREAS Director Office Admin/Reception Staff Room WC Disabled WCx4 Staff Lockers SUBTOTAL 20 10 30 10 10 10 90 Connected to Director's office.
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.Appendix C Site Planning & Orientation for Qatar December solar altitude. to integrate with outdoor play area at one easily supervised primary connection point. strategy to maximise natural light & ventilation & minimise solar heat gain PRIMARY PRINCIPLE .89o N Planning Constraints BKA has endeavoured to establish the “minimum site” required for a standard kindergarten.SHADED PEDESTRIAN STREETS Arabic streetscapeCOMPACT. HIGHLY POROUS PLANNINGspatial articulation to circulation routes. 28 principles INFLUENCE . d) Indoor Play area.WIND TOWERS PROMOTE COOLING & VENTILATION THROUGHOUT BUILDINGS of natural ventilation using wind towers.. level site has been assumed. c) Each classroom to have strong visual connection to outdoors & access to natural light & ventilation. This principle can be used around transitions between central play area & classrooms to promote air movement in each . b) Kindergarten buildings to be single storey. & level with outdoor play areas. providing for a variety of programs & functions within one space. SHADED CLOISTERS & BALCONIES. Several site typologies might be suitable for a kindergarten (eg. with cloistered transition space.) For this proposal a typical suburban. DROP OFF/P INFLUENCE .MAX EXPOSURE TO SEA BREEZES optimum building orientation to minimise solar heat gain & harness cooling NW breezes ADMIN SECONDARY LIGHT SHELF ENTRY Drop-off BUS STOP Drop-off PARKING VISITOR PARKING PARKING sketch parking/drop off/pick up strategy INFLUENCE . This SECURE/SAFE concept can be applied to the edge treatment of DROP OFF shared indoor circulation/play area.N/S ORIENTATION OF COURTS-MAX SHADE. DEEP.classrooms organised aroundCOOLING shared central courtyard. 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. E/W ORIENTATION OF GROUP.COURTYARD.42o June solar altitude . smaller urban sites as part of mixed use development.High degree of .AHMADIYA SCHOOL. PASSIVE early Arabic school. DUBAI .
therefore a ‘compact’ solution is often a desirable result . 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 .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. 29 .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. Long term environmental benefit will be considered against possible higher initial cost to determine the adoption of elements such as photo-voltaic cells etc. Commitment to environmentally sustainable design principles is paramount . screens and carefully placed small openings.traditional passive options are complemented with technological solutions to achieve the optimum result in terms of environmental sustainability & cost. Passive design strategies will ensure that natural ventilation will be possible for half the year.
Focus to outdoor play areas. Poor usability of outdoor play area. Outdoor play area difficult to supervise. Poor orientation for classrooms (most exposed to east or west.Cluster model. Focus to interior. 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. Good relationship between learning zones & indoor play. broken up & thus difficult to supervise. organised around internal play space. organised around common services & corridor.) Store/ WC Learning Group Base Store/ WC Learning Group Base Store/ WC Learning Group Base Shared Indoor Play Learning Group Base Entry Staff Support 30 .Appendix D Typical Spatial Arrangements Outdoor Play Organisation 1. Poor connection of indoor & outdoor activity areas. Learning Group Base Store/ WC Learning Group Base Learning Group Base WC Shared Indoor Play Staff Support Learning Group Base Store/ WC Learning Group Base Entry Outdoor Play Learning Group Base Store/ WC Organisation 2.Cluster model.
excellent connection to indoor play area. Good solar orientation for almost all classrooms. Highly usable & supervisable outdoor play area.Hybrid linear model. Highly usable & supervisable outdoor play area. Store/ WC 31 .Linear model. Poor interaction between some classrooms & outdoor play. Poor connection from classrooms to indoor play area. with useful covered outdoor transition to each. Excellent connection from classrooms to outdoor play. Good solar orientation of classrooms. Corridor arrangement means less usable indoor space & poor wayfinding & orientation for children. organised around articulated spine broken up into a series of common activity & indoor play spaces. Indoor play area more suitable for fine motor and small group activity as it is broken into smaller volumes. Store/ WC Store/ WC Store/ WC Store/ WC 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 Learning Group Base Store/ WC Learning Group Base Organisation 4. organised along internal spine. Focus to external play areas & covered transition areas to each group room.Appndix D Outdoor Play Typical Spatial Arrangements Covered Play Learning Group Base Covered Play Learning Group Base Covered Play Learning Group Base Covered Play Learning Group Base Covered Play Learning Group Base Organisation 3.
USA Project year: 2008 Budget: US $2. OR.000. shared indoor play utility/storage learning group base covered outdoor play shared.Appendix E Analysis of Planning Precedents LEGEND entry shared library/av Learning Group St Play Learning St Group Learning Group staff/support circulation/corridor Learning St Group Learning Group Staff Entry Lib.000 Site Area: 43 Acre Constructed Area: 762 sqm 32 .other outdoor play Bambinos International Learning Centre Architects: Scott Edwards Architecture Location: Hood River.
Skanderborggade Architect: Dorte Mandrup Arkitekter Aps Location: Copenhagen.other outdoor play Kindergarten .Appendix E Analysis of Planning Precedents LEGEND Play Staff/ Support entry Store Indoor Play Entry shared indoor play utility/storage shared library/av staff/support circulation/corridor Learning Group Store/ WC learning group base covered outdoor play Learning Group Store/ WC Learning Group shared. Denmark Project Year: 2005 Client: City of Copenhagen .Department of Labour & Family Affairs Photographs: Jens Markus Lindhe 33 .
other Program Planning Arrangement Siting Access/Security outdoor play Lib.Appendix E Analysis of Planning Precedents LEGEND entry shared library/av Indoor Play Store Learning WC Learning Group Group St Learning WC Learning Group Group St staff/support circulation/corridor shared indoor play utility/storage Store Lib. learning group base covered outdoor play WC shared. Store Entry Staff 34 .
825 sqm + 1. Norway Contractor: Bjørn Bygg AS Site Area: 622 sqm Outdoor Area: 1.712 sqm Construction year: 2006 35 .Appendix E Analysis of Planning Precedents LEGEND Learning Group WC Learning Group Learning Group WC Staff Store Indoor Play Learning Group entry shared library/av Store staff/support circulation/corridor Play Play Store Play Entry Play Staff Learning Group Play Store Play Play shared indoor play utility/storage learning group base covered outdoor play shared.other outdoor play Tromsø Kindergarten Architects: 70ºN Arkitektur Location: Tromsø.
but also divert additional personnel to support projects in other offices when required. the Catholic Church. 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. These concepts are based both on rigorous study of precedents & on current theories of pedagogical approaches to early learning. We also carefully consider the execution of our schemes. We have a practice of around 30 people based across three locations – Dubai. Sydney and Newcastle (Australia). Education Experience Educational and institutional buildings are a particular focus of the practice. most especially to the minimisation of impact on the operation of the school during construction. We offer innovative planning solutions to maximise the site potential and project outcomes. Time differences between zones allow around the clock project progress. Green Building Council Baker Kavanagh’s Capabilities Baker Kavanagh has both local Middle East and international experience with School design. Our three offices undertake regionally specific work. UAE.S. Australian Green Building Council Ecospecifier 36 Council of Educational Facilities Planners International .Appendix F Baker Kavanagh Architects Baker Kavanagh Architects proposes concepts for a Kindergarten for 100-240 children. U. 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. and also the private education sector in Australia. and public schools with the NSW Department of Commerce. This gives us the advantage of absolute flexibility of staffing to meet critical deadlines. We have worked on a private nonprofit 1200 pupil school in Jebel Ali. 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.
The AED150 000 000 Jebel Ali School includes 44 classrooms. A copy of these is available on request. We consider our experience and capabilities worthy of your consideration. music school. This project enabled BKA to further explore environmental technologies and available materials without the usual client constraints. and would welcome the opportunity to work with Ashghal to deliver world-class early learning facilities for Qatar. auditorium.schools proposal for adec 37 . dance and drama school. 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. and has done so since the establishment of the practice. we will be ready with an experienced team available for immediate start. libraries. 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.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. Our commitment to green design includes our membership of the Emirates Green Building Council. BKA has an in-house Environmental Design Policy and Corporate Environmental Policy that govern our office culture and our project approach. Australian Green Building Council and ECO Specifier. 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. US Green Building Council. laboratories and sporting facilities. As this project is drawing to a conclusion on April 13th 2009. sectional perspective . Sustainable Design BKA employs Environmentally Sustainable Design principles in all our projects.
Level 2 Al Khalidiah P O BOX 55333. email@example.com NEWCASTLE T. +61 2 4955 7016 E.au www. +61 2 9318 9222 E.au John Baker DIRECTOR M. +974 421 2525 M. +971 4 283 4511 E.com. +971 50 273 5865 Jan Derricott OFFICE MANAGER M.com. dubai@bka. +971 50 728 4701 AUSTRALIA SYDNEY T.au 39 . +971 4 283 4522 F. +61 2 4979 8700 F.com. firstname.lastname@example.org.Contact Details Baker Kavanagh Architects UNITED ARAB EMIRATES DUBAI PO BOX 62219 T. +971 50 259 6548 Najla Khoury ASSOCIATE M.bka. +974 675 6671 E. email@example.com QATAR Bldg 5.com. Doha T. +61 2 9318 9200 F. +971 50 273 5862 Allison Burrows PROJECT ARCHITECT M.
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