Level 1: Guiding Statements - Our Core. 

The second floor represents our core: the Marymount Guiding Statements-the guiding statements of our institution. It is crucial to align the curriculum with our mission, vision, definition of high-quality learning and SHERR values. This ensures a coherent educational journey, guiding students toward transformative life projects.

Level 2: Portrait of the Marymount Graduate (DEVICES)

The second floor focuses on the ultimate goal: the Marymount DEVICES, which define the attributes of our graduates. Using a backward design, these guiding statements shape the teaching and learning process to develop the Marymount DEVICES in all of our students.

Level 3: Curricular Coherence

The third floor is related to curricular coherence. The Marymount DEVICES are divided into learning impacts, which show the DEVICES at different grade levels. These impacts are integrated into the curriculum in all subjects, ensuring that both curricular and extracurricular activities are aligned with our objectives.

Level 4: Distinctive Pedagogies

The fourth floor represents the implemented curriculum. Teachers useVisible Learning Theory to establish learning intentions and success criteria. Through project-based learning(PBL), connection-based learning(CBL), and service-based learning(SL), the curriculum comes alive, creating authentic learning experiences that develop Marymount DEVICES. These pedagogies foster inquiry-based learning and comprehensive assessment in all curricular and extracurricular programs.

Level 5: Evaluation

The last floor is the assessment process. Various strategies measure progress through authentic experiences, determining how well students achieve the curricular intentions and impacts of Marymount DEVICES. The assessment process serves as an indicator to measure, adjust, and validate the development of Marymount DEVICES learning impacts on students, which also results in the achievement of the strategic goals of MM2026.