Hive Montessori School

Montessori Secondary​​


“It is the education of adolescents that is important because adolescence is the time when the child enters on the state of adulthood and becomes a member of society”
– Maria Montessori

At Hive Montessori school we understand that the adolescents enhance their emotional and social awareness throughout the third plane developmental years, as well as thinking clearly and critically. We also often find that parents approach their children’s middle and high school years with nervousness, anticipating that they will resemble either their own adolescent experiences or those that we see all too frequently in popular culture: physically awkward, socially cliquish, and rife with the growing pains that divert from academic work and from the equally important work of healthy self and social development. Intellectually disengaged, emotionally puzzled, and socially frightened, the majority of us managed to endure these years rather than thrive.

We at Hive are aware that anything can seem unreal. But the distinction becomes clear when you consider how we approach education. We take a more comprehensive approach to preparing the students for success in high school, making sure that they are not only academically prepared but also confident in themselves, at ease with how they interact with peers and adults, deeply exploring their passions, and precociously competent in their ability to manage and direct their own work as the students at Hive begin these intense years of college preparation.

We use what we know about middle schoolers in general and about your child in particular to make sure that these years strengthen rather than undermine your child’s sense of oneself as the architect of their own real and satisfying life. Hive Montessori school’s ultimate goal is to assist your child to develop a way of life that will influence how they live and work for the rest of their lives, not merely help them be ready for the future.


The “What?” and “Why? ” Questions of early childhood and elementary school are replaced by the “How??” questions of adolescence and early adulthood during the Third Plane of Development (ages 12–18). How can I put what I’ve learnt so far into practise? How do I integrate? How can I contribute and work hard? How can I direct my interests toward my greater purpose? How will I leave a legacy? They are prepared to actively investigate, identify, and test their developing sense of self in the outside world: Who am I as a maker, a thinker, and a teammate? Who am I as a companion, teammate, contributor, and leader?

Montessori education in Chennai


In a rural setting, adolescents have the opportunity to study the agricultural origins of human civilisation, as well as the cycles of production and exchange which underpin the economic foundations of social life.

The rural environment would include:

  • House, with Living and Study spaces for the students
  • Farming Land and a Kitchen Garden
  • Farm buildings: For animals, workshop space, for woodwork and craft workshops, and house for large equipment.
  • A Hotel or guesthouse, run by the students to accommodate guests and family members when they visit.


The rural setting at Hive provides a framework for study that puts adolescents into direct contact with real life, both the natural environment and the environment built by humans.

Under the guidance of expert teachers, adolescents gradually take over the management of the different enterprises that make up the environment. This might include a small shop, or market stall, perhaps in the nearby city, where they are able to sell produce from the farm and products, such as crafts, produced in the workshops. Each of these enterprises provides the motivation for constructive and productive activity, and the study of related knowledge and skills. As they learn to manage these enterprises, students apply their academic learning and gain practical skills, while also learning what it means to work collaboratively towards self-regulation and economic independence. The adolescent community is organised by the limits and rules needed to ensure that life in the community remains ordered, harmonious and productive.

The adults in the environment, who ignite the students’ interest in the opportunities for work and study in the prepared school environment, include qualified teachers and instructors, some living as house parents in the school itself. The teachers constitute specialists, including specialists in Montessori education and in the secondary school subject areas, with the addition of technical expertise in relevant fields such as horticulture, animal husbandry and agriculture, business management, health and first aid, as well as trades and practical skills, such as carpentry, cooking, housekeeping, and general maintenance. The adults in the community show the students how to pay attention to their own physical and emotional health and well-being by drawing on specialist knowledge of what adolescents need for optimal health, in terms of nutrition, sleep and physical exercise.


Montessori Adolescent students wish to see their role in everything, they are doers rather than watchers or listeners. An authentic Montessori Adolescent Program puts the student on the road to the goal of achieving economic independence and developing the knowledge and skills to participate in and transform society. At Hive Montessori, the programme along with fulfilling the requirements of the students to know math, science, language and other subjects part of the exam curriculum, integrates the learning into what they will need in their daily lives. We provide an experiential learning environment at school for our students. The work they do on the farm is with purpose and adds a real meaning or difference to the environment they live in. This satisfies the inner urge of the Third plane of development.


Hive Montessori’s Adolescent programme is divided in to five work cycles during the year, each being 4 or 5 weeks long. The lessons and learning is designed and planned around these work cycles and the students decide what they would like to work on in each work cycle. The teacher acts as a guide who exposes the student to all that is required to be covered for the term and makes sure the students are progressing at the right pace.

The students at this phase are going through a profound, intensive, and rapid development both physically and emotionally. Therefore, they would have very specific needs that differ greatly from a elementary aged child. Some of which are as below,

  • Sense of belonging/connection to the community
  • Independence and responsibility (and economic independence)
  • Purposeful and challenging work (real work and authentic responsibilities)
  • Positive communication with adults and peers
  • Opportunity for self-definition and self-expression (discover their purpose, find their voice and speak their truth)
  • Opportunity for creative expression
  • Competency and achievement
  • Experience with leadership and service
  • Intimate connection with the land/place (develop and ecological awareness)
  • Physical activity
  • Structure and clear limits.


Hive Montessori’s creative a thoughtfully prepared Montessori programme therefore would have developmentally appropriate curriculum that engages and fulfils the students need to do meaningful work and flourish in a community. Also, we constantly strive to provide an opportunity for Self-Expression for our adolescent students. They will have opportunities for self-reflection and express their opinions without fear of judgement. We want to see them thrive in our environment where they can feel safe as they go through the profound physician and emotional changes.


Providing a lot of opportunities for students to take on roles within the community is key to the development of self-confidence and practical skills necessary to the developing of young adults. An integral part of the curriculum is the introduction and practice of management of the economical needs of the adolescent community. They do this by taking up leadership opportunities within the Hive Secondary school microeconomy. Students are assigned a budget and would have to produce their money through the work they do. These would be manged by student leaders and managers who take responsibility for the work associated with that role. Students apply for the roles every year as the enter the community as a 7th standard student. They get first hand experience writing job applications and advocating for themselves.


Students who have successfully tackled serious themes and advanced subject matter, developed critical thinking skills, have learned to independently identify and pursue their own personal fascinations with discipline, and developed a strong and realistic sense of self-reliance are ready to set meaningful and ambitious goals for their future.

We also at Hive Montessori school, make sure they are ready and confident in taking any national exams required to obtain university admissions as we would have started to build a road map for them from the early adolescent years that they spend at Hive Montessori School. They would be ready to face the world, would have developed a genuine liking to education and learning and would look forward to taking on their next leaps and successes in their lives. They would be the happy architects of their own lives and will flourish!!