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J U N E 2 0 2 5 | 85 Divine Mercy Catholic Elementary School P H OTO G R A P H Y BY TO M A R BA N /CO U RT E S Y S N Y D ER A RC H I T EC T S I N C . DIVINE MERCY CATHOLIC ELEMENTARY SCHOOL by NATALIE BRUCKNER T he new Divine Mercy Catholic Elementary School in the Don Mills neighbourhood of Toronto is more than just a replacement for an aging facility – it's a physical convergence of three school communities into one bright, purpose-built modern space. St. Matthias, Our Lady of Guadalupe, and Holy Redeemer have come together under one roof, and the result is a thoughtfully designed, 61,000-square-foot building that feels contemporary and cohesive while honouring the layered histories of the communities it now serves. Rising on the former site of St. Matthias, the three-storey K-8 school accommodates 525 students along with 88 child care spots. Its design, led by Snyder Architects Inc., is grounded in community input, shaped by urban constraints, and infused with the principles of 21st-Century learning. Before demolition began, visioning sessions with multiple stakeholders were held to capture needs and address con- cerns. "The school communities didn't want anything cold or institutional," says Rochelle Moncarz, principal at Snyder Architects. "That really informed how we approached the design. The communities also really valued green space as well as a street-facing entrance, so right from the start, we prioritized those two elements in the design." The four-acre site came with familiar challenges – tight urban boundaries and the unknowns of working on land that had been occupied for decades. Corebuild Construction began demolition and abatement in early 2023, followed by a brisk construction schedule. The resulting building is compact but highly efficient, making full use of its lot without sacrificing outdoor space. The site is bordered by mature trees and a city park, while the building's orientation ensures ample daylight and natural ventilation throughout. The layout is a straightforward, rectangular plan built with durable and cost-effective materials includ- ing brick, decorative concrete block, and corrugated metal siding. "We also introduced a bright punch of colour – a mosaic of triangular metal panels at the front of the building that high- lights the cross, making it clear this is a Catholic school," says Moncarz. "It gives the building a strong sense of place and street presence." The new façade is bright and invit- ing, with coloured spatial elements and thoughtful design throughout. The child care play area at the front features green turf and wood accents. Again, a very welcoming space. Outside, a large, upgraded school- yard invites activity and connection. There's a full field, running track, basketball hoops, shaded seating, and landscaped areas with trees. "It's a schoolyard the kids can truly enjoy," says Milka Zlomislic, superintendent of capital development at the Toronto Catholic District School Board. The school and daycare each have their own distinct entrance, since they serve different uses. "The school's main entrance is part of the double- height atrium, and you can actually see all the way through the building to the back playground from the front door. The admin area is to the left of the entrance, and the gym and connected multi-purpose community room to the right, marked by colourful panels and lots of glazing," says Moncarz. The childcare entrance is located on the side of the building near the parking lot, allowing parents to park in short-term spots and access the secure, dedicated entrance with ease. Inside, the layout follows a sim- ple, intuitive logic. A two-storey atrium acts as the heart of the school, connecting the double-height gymna- sium and community spaces with the classroom and childcare wings. This light-filled void creates visual connec- tions from front to back, while also offering an amphitheatre-like gather- ing space with integrated seating. "It's the organizing spine," says Moncarz, to which Zlomislic adds, "The stairs to the multi-purpose community room also act as seating and become a very public space." Each level of the building has a dif- ferent function. The ground floor on the school side has the early years, while the upper two floors have all the classrooms and distributed learning commons. Zlomislic explains that flexible learning environments support mod - ern pedagogy. "There's no central library in the traditional sense and instead, learning commons, breakout zones, and maker spaces are distrib- uted throughout the building," she says. The second floor hosts a larger open commons, while smaller areas connect to an outdoor terrace and

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