Rose Langridge – Humanities and English Teacher, High School
Children are naturally inclined to work. Unlike how society often sees work as something that has to be endured, Montessori meant a purposeful activity that contributed to their development. The opportunity to have the choice to engage in self-selected activities builds self-discipline, autonomy and confidence. When a child is engaged in meaningful work, they are calm, focused and self-disciplined. This is the path to normalisation. There is the concept of big work, and this ties seamlessly with the Māori concept of mahi, which says that hard work, persistence, and tenacity are needed to achieve a goal.
Work may look different in the High School, but it continues to hold central importance.
It is telling that Maria Montessori says, “All work is noble; the only ignoble thing is to live without working,” in From Childhood to Adolescence (pg 65).
Adolescence is a distinct developmental stage with unique psychological, emotional, and social needs, and the role of work reflects that shift. At this stage, work is no longer just a means of self-construction (as it is in early childhood), but becomes a tool for identity formation, social contribution, independence, and preparation for adult life.
In Kawakawa, the adolescents are in a critical stage of forming their personal and social identity. Meaningful work allows them to explore who they are, what they value, and how they can contribute to the world. They are given opportunities to engage in authentic, real-world tasks that reflect adult responsibilities – not just academic exercises. They need to understand how their learning applies beyond kura. Work that integrates academic content with real-world action (e.g., using math to budget for a business, or writing to advocate for a cause) makes learning relevant and purposeful. This experiential approach fosters engagement, critical thinking, and moral development.
In Tāwari, the work provides opportunities to explore personal interests, strengths, values, and career paths. They need opportunities to contribute to real communities. Organising community events, participating in internships and volunteering. These experiences help adolescents develop a social conscience and a sense of being needed in society.
The Senior Humanities Programme ties into their deep concern with justice, fairness, and ethical behaviour. Group projects, democratic decision-making, and shared responsibilities give them practice in conflict resolution, teamwork and ethical leadership. This cultivates empathy, respect for others, and a commitment to collective well-being.
Their work is holistic – balancing intellectual rigour (abstract thinking, critical analysis), emotional engagement (values, purpose), and practical action (real-world work). This integrated approach supports the development of a well-rounded, resilient, and thoughtful adult.
