This portfolio includes samples of projects completed during my professional and university work. I have a strong background in construction administration, and design documentation that allows me to quickly represent designs using an array of different programs and representation methods. Design contribution: I have actively contributed to the design development of both capital and minor works projects for the Victorian School Building Authority (VSBA), including Melbourne Polytechnic, a Design & Construct (D&C) project delivered through a staged permit process. I have supported projects from early design stages through to construction delivery, ensuring design intent was maintained and realised. My contributions include refining design drawings, resolving site issues, providing sustainable design strategies and translating design changes into buildable outcomes. Technical capability: I am highly proficient in Revit, which I’ve used extensively for documentation, 3D representation, and resolving design coordination issues. My technical skillset also includes Adobe Suite, Rhino, and CAD. Construction awareness: Having seen projects through from concept to completion, I have a strong grasp of the construction process. I’ve liaised directly with clients, consultants and stakeholders, interpreted and responded to contractor queries, and participated in site visits where I translated on-site conditions into design amendments. This hands-on experience has deepened my understanding of the Building Code of Australia, construction sequencing, and the practical requirements of delivering built outcomes as a design team. Communication and collaboration: Growing up and studying in Australia, I am confident and articulate when communicating with diverse teams. One of the most valuable lessons I’ve learned in practice is the power of direct communication: picking up the phone, engaging in dialogue, and problem-solving collaboratively. I thrive in a team environment and bring clarity and positivity to project discussions.
Reference 1 : NICK BERGIN : ASSOCIATE DIRECTOR
- TECTURA ARCHITECTS : 04 2584 4032
Reference 2 : ELIZABETH GRIGG : DIRECTOR
- TECTURA ARCHITECTS : 04 1731 0727
Reference 3 : DANIEL HASKELL : DIRECTOR
- HASKELL ARCHITECTS : 03 8602 0702
Architectural
Phone : +61469830603
Email : khanmaryam2000.mk@gmail.com
Address : Melbourne, VIC
Melbourne Polytechnic
Collingwood Campus TAFE Redevelopment - $40 million: Construction Administration.
Tree House Competition - Volume Zero International Competition. Shortlisted.
Project Work
Resume
Education
2019-2021 Monash University
Bachelors of Architecture
2023-2024 Monash University
Masters of Architecture
Experience
Haskell Architects
Expertise
- NCC - Section J
- Green Star – Green Building Council of Australia (GBCA)
- BQSH - Building Quality Standard Handbook
- AS 1428 - Design for Access and Mobility (Australian Standard)
Tectura Architects - VSBA - Education
Project Work : (Primary & Secondary Schools) 2022 - 2025
Role : Architectural Assistant
At Tectura Architects, I worked primarily on primary school projects, contributing from master planning to construction administration, ensuring compliance with educational standards and regulatory requirements. I developed detailed architectural drawings and specifications in Revit and AutoCAD, collaborating with consultants and contractors for seamless project execution.
Autodesk Revit
Rhinoceros 3D
Enscape Carbon Calculation
AutoCad QGIS
ArchiCad Grasshopper
Adobe Indesign
Adobe Illustrator
Adobe Photoshop
Vray
PROJECT - MELBOURNE POLYTECHNIC
COLLINGWOOD CAMPUS REDEVELOPMENT
The building’s refurbishment focused on reimagining the eight-storey brutalist building with a renewed cultural heart. By opening up formerly dark and enclosed spaces and improved views through corridors and passive observation a outcome of uhuman centered design. A new annexe building on Otter Street, re-establishes the entrance with fluted aluminum fins and materiality referencing the industrial warehouses of the local urban fabric.
Open and accessible with no fencing, central walkways, a proposed laneway and permeable setbacks, the campus invites the community in, creating a town square vibrancy that promotes wellbeing, inclusion, engagement and activity for all. The campus is an important place stitched into Collingwood’s urban fabric.
Internally, the building works harder through careful programming and design agility, with multi-functional layouts across each floor, and high-end technology and blended learning capability to give students spaces they’re excited to learn in. These include a library, presenta tion spaces, deaf teaching and support spaces, community and industry engagement, theatrette, student lounge, Changing Places facility, and staff amenities – each finished with a soft, neutral and warm palette. The Collingwood campus goes far beyond its walls to act as a social transformer for future generations to learn, grow and prosper.
20 Otter Street Collingwood, Victoria 3066 P: 03 8379 2200
RFI #184: Perry St - Window adjustment - Site condition
Status Closed on 18/1/24
To Nick Bergin (Tectura Architects) Maryam Ali Khan (Tectura Architects)
Date Initiated 20 Dec, 2023
From Hanif Agharazy (Building Engineering Pty Ltd) 125 Hawke Street West
Location Project
Cost Impact Program
Spec Section
Drawing Number Reference
Linked Drawings
Received From Amande Falcao (Building Engineering Pty Ltd)
Copies To Hanif Agharazy (Building Engineering Pty Ltd), Serdar Baycan (Tectura Architects), Edric Chang (Building Engineering Pty Ltd), Amande Falcao (Building Engineering Pty Ltd), Eren Gover (Building Engineering Pty Ltd), Elizabeth Grigg (Tectura Architects) Activity
Hi Nick and Maryam, Due to existing concrete panel on site we have to adjust the size of the window and provide cladding to sides which is in line with you recommendation in DWG CD-07-04. Would you please review and confirm?
Attachments IMG_9783.pdf
RFI #184 - Perry St - Window adjustment - Site condition Project: 22024MP Melb Polytechnic Collingwood Campus
Proposed Solution
All Replies Response from Nick Bergin Tectura Architects on Wednesday, 20 Dec, 2023 at 03:32 PM AEDT Hi Hanif,
Awaiting an Official Response
Generally agree with this approach, just make the side panels shown green in your sketch and in my markup of CD-07-04 north elevation of equal width and make appropriate adjustments to the window overall width to suit.
Phone +61 3 9654 5444 Fax +61 3 9654 5155 Mobile: 0425 844 032 Web site www.tectura.com.au
Attachments
20231220 - Perry St Facade Sketch Side Panels.jpg
PROJECT - MULGRAVE PRIMARY SCHOOL
STAGES COMPLETED - MP, SD, DD, CD
As part of the Mulgrave Primary School project team, I was instrumental in delivering a comprehensive drawing package through the Design Development (DD), Schematic Design (SD), and Construction Documentation (CD) phases. My scope of work focused on the integration of structural systems, complex roof geometries, and detailed coordination across multiple disciplines.
Structural Modelling and Integration:
Developed and modeled primary and secondary structural components, including steel framing and foundation systems, in Revit as per the structural engineer’s drawings. Created custom Revit families for structural elements to meet project-specific requirements and ensure precision in modeling. Multidisciplinary Coordination:
Coordinated floor plans, ceiling plans, and sections with mechanical, electrical, and plumbing (MEP) systems to resolve spatial and functional clashes. Collaborated closely with consultants to incorporate design revisions and ensure alignment across all disciplines.
Complex Roof Design:
Addressed the challenges of a distinctive roof design, involving intricate structural modeling to accommodate dynamic geometries. Resolved technical complexities surrounding the valley gutter system with integrated waterfall drainage, ensuring both aesthetic and functional outcomes.
Documentation and Design Options:
Produced detailed roof plans, sections, and joinery packages for construction documentation. Prepared multiple design iterations to explore and accommodate evolving project requirements while maintaining documentation quality and efficiency.
This project demanded a high level of technical proficiency and problem-solving, particularly in modeling complex structural elements and achieving seamless coordination across disciplines. The outcome was a cohesive and well-documented design package that addressed both the architectural vision and structural integrity of the school.
CENTRAL AUSTRALIAN CONTEXT
Borrowing from the red earthy colours and ochre’s that form the distinct features of the Central Australian landscape, the design seeks to use this rich pallette in the building facade skin and reference the craggy a cient rock formations formed by water and erosion over millions of years in the forms of the roof.
EXTERNAL FINISHES
DESIGN CONCEPT - FORM & FACADE STUDIES
Through the use of external facade materials, the design looks to reference the textural qualities of the natural rocks, whilst offering a timber relief to complement and reference the natural vegetation growing out of the red earth.
COLOUR
The colours of the design borrow heavily from the natural geological formations in the rich reds and colours of Australia’s ‘red centre.’ The muted colours of natural vegetation provide relief to the reds and strong earthy colours and punctuated through with the selection of creams and earth tones, symbolising the importance of Country - as the red represents connection to land
ARCHITECTURAL LANGUAGE
EXTERNAL INSPIRATION PALETTE
CONTRACTOR SHALL VERIFY ALL DIMENSIONS AND LEVELS ON SITE PRIOR TO STARTING ANY WORKS OR COMMENCING THE MANUFACTURE OF ITEMS FOR THE PROJECT. ANY DISCREPANCIES SHALL BE NOTIFIED TO THE SUPERINTENDENT FOR DIRECTION PRIOR TO PROCEEDING WITH THE WORKS. DO NOT SCALE OFF THIS DRAWING. USE ONLY FIGURED DIMENSIONS THE NOTES ON THIS DRAWING SHALL BE READ IN CONJUNCTION WITH ALL OTHER CONTRACT DOCUMENTS
COORDINATE LOCATIONS FOR EQUIPMENT SERVICE PENETRATIONS ON SITE. INSTALL STRICTLY IN ACCORDANCE WITH MANUFACTURE'S INSTRUCTIONS. PROVIDE PLY BRACING IN WALL BEHIND ALL WALL MOUNTED FIXTURE & JOINERY. REFER CD-09-01 FOR DETAILS
EQUIPMENT & FURNITURE SHOWN DASHED TO BE SUPPLIED BY THE SCHOOL.
Colac West Primary School building 1937 consists of timber bay windows, stone entrance door area with strong supporting columns either side of the entrance.
Original Building: Built in 1923
Period: Borrowed elements from the Queen Anne Revival period in the early decades of the 20th century, however this style is more typically absorbed into the Federation style architecture at the time in Australia. This building is a heavily simplified version of the original styles mentioned above, perhaps owing to the introduction of early modernist principals at the time.
Typical features: Hipped roof forms with a front-facing gable, timber fretwork, carved stone door case, rows of painted sash windows set flush with the brickwork. Flemish bond brickwork. White painted window frames.
OPTION 2 - PREFERRED OPTION
• PERPENDICULAR PLAN WITH EXTERNAL FACING BREAKOUT SPACE
• SPECIALIST LEARNING FACING INTERNAL COURTYARD
LIGAR ST
PROJECT - BROADFORD PRIMARY SCHOOL
STAGES COMPLETED - MP, SD, DD, CD
The Broadford Primary School project involved the design and construction of multiple buildings across various stages, each with its own set of challenges due to the site’s complexity and heritage considerations. My role encompassed the development of a comprehensive drawing package, including detailed modeling, coordination, and documentation across multiple disciplines.
CONCEPT 3
CONCEPT 1
FLAT TIMBER END GABLE WALL, POP-OUT WINDOWS WITH STEEL SHROUDS, LIGHT COLOURED BRICK WITH PATTERNED ELEMENTS
CONCEPT 2
ALL BRICK, POP-OUT WINDOWS WITH STEEL SHROUDS, LIGHT COLOURED BRICK WITH PATTERNED ELEMENTS.
CONCEPT 4
ALL BRICK, POP-OUT IRREGULAR SIZED WINDOWS TO SOUTH FACADE WITH STEEL SHROUDS, LIGHT COLOURED BRICK WITH PATTERNED ELEMENTS.
FACETED WINDOWS, SLOPED SOFFITS AND REVEALS TO INSET WINDOW, LIGHT COLOURED BRICK WITH PATTERNED ELEMENTS
CONCEPT 5 ALL BRICK, WINDOWS WITH STEEL SHROUDS (GALVANISED), LIGHT COLOURED BRICK WITH PATTERNED ELEMENTS
UPPER & ROOF PLANE:
Galvanised or Zincalume roofing with white Colorbond trims.
DESIGN CONCEPT - FORM & FACADE STUDIES
Referencing the rural Victorian “shed” vernacular and also the existing Block B building to be demolished on the site by replicating the strong gabled roof forms which were common to the buildings at the time and also tie into the strong gables of the red brick building on Powlett St.
MID PLANE:
Textured brickwork to tie into the existing brick heritage building with English Garden Wall patterning but referencing the cream weatherboard building to be demolished through sympathetic colours.
Cream coloured linear textured fibre cement sheet panelling near window bay details. White or anodised window frames.
Overall a light coloured palette to put the emphasis back on the existing red brick heritage building on Powlett St and not dominate this building too much.
BASE:
Concrete sills where overhanging eaves occur on the facade and to express the slab edge.
Galvanised steel RHS frame plinth to provide airflow under the raised floors and make the buildings appear “floating” on heavily sloped site and referencing the existing timber plinth boards below the weatherboards of the existing Block B.
Developed a cohesive site plan to represent the phased construction of multiple buildings and their spatial organization. Addressed the integration of existing and new structures, ensuring a seamless transition across construction stages. Block A Refurbishment:
Proposed a new internal spatial configuration for the refurbishment of Block A, involving the complete demolition of internal layouts and the introduction of a new organizational scheme. Preserved the existing brick facade to respect the building’s heritage value, ensuring the design maintained historical integrity while achieving modern functionality.
FORM 15 AREA CATEGORIES
PROJECT - HEIDELBERG PRIMARY SCHOOL
STAGES
COMPLETED - MP, SD, DD, CD
Through the use of external facade materials, the design looks to reference the textural qualities of the school’s context.
Due to the condensed nature of the site; the new buildings will be experienced at close range with the external materials will provide texture and interest.
The muted ‘red’ highlight colour of the design borrows from the tone of the red bricks of the existing buildings and connects to the tonal planting of reds and pinks throughout the school grounds. The tones of blue represent connection to water and sky in collaboration with Indigenous cultural consultation.
The muted red will be complemented internally with timbers and soft neutrals creating a calm learning environment.
The new Learning Building and Gymnasium borrows from the materiality and banding of the existing buildings and transposes it into a modern interpretation.
The white stackbond brick plinth and upper precast panel for the learning building and colorbond cladding of the gym continues the element of horizontal banding of the existing buildings.
Provide a new gymnasium for school assemblies, indoor sporting activities, music & school productions.
• Large purpose designed stem (science) space and storage for robotics and technology.
• Provide flexible and adaptable learning spaces with informal learning areas such as small group rooms, withdrawal areas & collaboration spaces.
• Upgrade administration areas to co-locate executive team and provide staff
ARTIST IMPRESSION - HEIDELBERG PRIMARY SCHOOL
GYMNASIUM - EXTERNAL
PROJECT - LILLYDALE HEIGHTS
STEM PRIMARY SCHOOL - SIGNAGE
ACADEMIC & PERSONAL PROJECTS
EXPLORING DESIGN, THEORY, AND MATERIALITY THROUGH RESEARCH AND EXPERIMENTATION
Rooted in research, experimentation, and conceptual exploration, this section highlights my university work and independent projects. Through speculative design, vernacular studies, and personal interests, I have explored architectural narratives, materiality, and spatial experiences, refining my creative approach and theoretical understanding.
1 PROJECT - LOST IN COUNTRY
The fundamental existence of the Tree House ventures to assign an origin of concentration where one’s sensory cognition hovers be tween the infinite cosmos and mother nature. The purpose of translating the panoramic view of Tasmanian geo-heritage is to orbit around the individual while acknowledging the significant cultural fabric of Tasmania’s oldest national park ‘Russel Falls’, with the continuation of cultural, spiritual, and edu cational practices of Indigenous Custodians of the Land. The project crystallizes a harmo nious balance between human nourishment and the built form, in an attempt to rethink the way people live and direct their focus to the importance of the Country they live in. A space of awakening has been introduced, through prioritising emotional, spiritual, and sensorial experiences. The structure is in a way an extension of the environment that brings nature inside, adapting to the exist ing site vegetation. Structures are self-sus taining, incorporating a range of sustainable roles that contribute to the ecological con dition of the site. The approach to this proj ect redefines architecture by creating a new dynamic and spatial experience that moves with the light, retaining shadows and enrich ing the country’s origins.
Research proves that all living beings need ample sunlight and fresh air to function as happy, productive individuals. A consistent contact with our natural surroundings is proved to make humans happier, while also helping them form better interpersonal relationships. Such a contact with nature also helps invoke positive emotions amongst humans.
CERTIFICATE OF COMPLETION
This
MaryamAliKhan
24/08/2023
A Practical Guide to Room Acoustics
This is to certify that on 16th February, 2023
Serbar Baycan
completed a 1 hour CPD presentation “A Practical Guide To Room Acoustics”.
AACA Competency Standards related to this session:
DESIGN: Project Briefing
1.4 Identification of factors that may impact on client project requirements and objectives.
DESIGN: Conceptual Design
3.1 Design response integrates the objectives of brief, user intent and built purpose.
3.2 Application of creative imagination, aesthetic judgement, and critical evaluation formulating design options.
3.4 Design response incorporates assessment of relevant legislation, codes and industry standards
DESIGN: Schematic Design
4.1 Evaluation of design options in relation to project to requirements.
4.6 Investigation and integration of appropriate material selection for the project design.
4.7 Coordination and integration of appropriate environmental systems, including for thermal comfort, lighting and acoustics.
Date Issued: 22 11 22
This is to certify that Maryam Ali Khan
Registration No. N/A
has completed the Porta CPD event: BIOPHILIC DESIGN CERTIFICATION
AACA competency standards: Design and Documentation
On this date: 10.07.2023
This presentation delivered outcomes related to the following competencies from the National Standard of Competency for Architects (NSCA). 3.1, 3.2, 3.3, 3.7, 4.2, 4.3, 4.4, 4.6, 4.7 and 5.1.
1.0 Formal CPD Point
porta.com.au | 1300 650 787 sales@porta.com.au
15 July 2021
RE: Letter of Reference – Maryam Khan
To whom it concerns,
Maryam has been an exemplary architecture student at Monash University. She undertook a second-year design studio with me in 2020 during which she demonstrated a strong work ethic and willingness to learn. In her project, she creatively investigated the re-use of grade parking around existing rail infrastructure, adeptly operating across multiple scales through a sophisticated integration of broader urban qualities and connections with archi ectural orms, internal spatial configurations and human-scaled experiences.
Maryam’s considerate design sensibility is supported by her drawing aptitude physical modeling skills and visual communication techniques. Her attentive yet exploratory, approach proffers huge potential.
Maryam’s contribution to our studio ex ended beyond a dedicat on to her ndividual design investigation. Her engagement with the subject matter and positive interactions with her peers elevated the level of class discuss ons and the intensi y of collect ve invest gations. Maryam showed a capacity for experimenta ion and collaborative teamwork during group exercises, and constructively responded to project feedback from studio leaders, invited reviewers and peers.
I have no hesitat on in recommending Maryam for a position in your practice. Her enthusiasm, dedication and skills would make an effective contribution to any project team, and I believe the experience she will gain in an office will amp ify her trajectory towards becoming a superb architectural practitioner herself
