Our Story

  • Aspiration

    Kia ora, haere mai

    Welcome to AMC, a unique place where everyone can be themselves while discovering how they want to learn and live. Students and staff grow together through activities, challenges, and conversations in a supportive setting. We rethink traditional education by fostering a trusting atmosphere where mistakes are allowed, focusing on self-discovery rather than just final achievements.

    We imagine a world where individuals are active, caring, and aware of their impact. Here, everyone is accepted, belongs, and is part of a community. We are eager to have you join our vision.

    We are dedicated to creating a positive and inclusive learning space where students feel valued and supported. We believe every student should have the chance to thrive, and we are committed to helping them achieve their goals.

    Steven Arnold, AMC Principal

  • History

    The trust was formed in 2016, the college opened in 2017 formerly known as Peace Experiment. We have grown from small beginnings on one campus. We now offer Montessori education in different locations around Auckland.

    We have developed a teacher education programme MOTU MONTESSORI, international students, NCEA programme to level 3, we now have two thriving secondary campuses Panmure & Constellation and in 2025 we created the ONLINE tutoring campus IPURANGI MONTESSORI .

    We are able to host international students who have approved visas and who live with their parents.

    We continue to grow, and meet the needs of students from all backgrounds and interests.

  • Why AMC?

    The trust identified a need to help students who wanted an education focused on independence and respect. We believed that a well-rounded curriculum allows students to see themselves in their own learning. Connecting with the content and learning process makes education meaningful. In a world filled with uncertainty in areas like politics, climate, and economy, we offer a child-centered Montessori education that builds on preschool and primary experiences, positively impacting our community. Our students have excelled, achieving Levels 1, 2, and 3 NCEA with excellence. They engage in critical thinking and are dedicated to making a difference. We aim to support students by fostering strong attendance and social skills, helping them thrive in diverse learning environments.

  • We Promote Free Thinking

    At Auckland Montessori College, our student-centered approach creates a supportive learning environment that encourages academic success. By letting students engage deeply with subjects, we help them understand more than in traditional schools. High-achieving students not only get support but also gain important skills for their studies. Montessori education promotes critical thinking, problem-solving, and a love for learning—key skills for success in further education and life. Our programs align with New Zealand's NCEA qualifications, so when students are ready, they can take NCEA exams with the strong support of our dedicated staff.

  • Our beliefs

    We believe in creating a safe haven for healing, personal growth, learning, and self-discovery. We use the Montessori method to encourage students to find their own unique path.

    At Auckland Montessori College, we believe that every student deserves a personalised learning journey that nurtures their emotional, social, and physical development.

    We’re not tied to any specific religion and welcome open-mindedness and critical thinking.

    We believe

    … creating a personalised learning journey for each student, while also helping them grow emotionally, socially, and physically.

    … education as a shared responsibility for each individual, each other, and the environments.

  • Community and Communication

    Our community includes friends, parents, supporters, and students. We keep parents informed and provide them with tools to help their child's learning. We believe education is a shared responsibility and are dedicated to giving all students the best chance to succeed. We involve parents and offer thorough feedback to create a supportive environment for every student.

  • Personal Stories

    “Our experience with AMC has been a positive transition from mainstream school for our son. We have found the environment supportive, creative and enriching. The philosophy of AMC has encouraged independence, friendships and an enthusiasm to want to attend school.”

    - Alana (Parent)

    “AMC has been an amazing support in my educational journey, this school allows me to learn at my own pace while still challenging myself. I have learnt to handle the responsibility of driving my own learning along with the guidance and support of my teachers, who have helped me grow over the years.”

    - Meleseini, (Year 12 Student)

  • Our Partners

    We are closely affiliated with the United Nations Association (NZ).

    We support the SDG - Sustainable Development Goals.

    We have close links with our communities, local Business Association, and support community groups.

    As a UNESCO Associated Schools Network (ASPnet) School we work with other schools to support student learning

    We also work with Global Citizenship Education

  • Our NZ Curriculum

    Our curriculum is embedded in the New Zealand Curriculum, we use Montessori pedagogy as we follow the child’s interests.

    Quotes from The NZC2007

    PRINCIPLES

    “these principles put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them” p9

    LEARNING AREAS

    “All learning should make use of the natural connections that exist between learn areas and that link learning areas to the values and key competencies'‘ p 16

    ASSESSMENT

    ”The primary purpose of assessment is to improve students’ learning and teacher’s teaching.”, “Assessment for the purposes of improving student learning is best understood as an ongoing process that arises out of the interaction between teaching and learning” p39

    BOARDS of TRUSTEES

    “When designing and reviewing their curriculum, schools select achievement objectives from each area in response to the identified interests and learning needs of their students” p44

  • AMC came after Steven left AUT as a senior lecturer. He was aware of the limited choices available to students in Auckland, regarding secondary education. He found a site, and invited applicants. Then he generated policies, that would support our unique education system. From there he developed a curriculum, trained staff, and began a journey to develop a community resource for all adolescents in Auckland.

    The Panmure site was chosen as a crossroads from Eastern suburbs, with a train and bus station, AMETI busman link, 16 minutes to town, in an area that has many exciting shops, a maunga (Maurgarei - Mt Wellington); a lagoon, access to the sea, walkways, swimming pool, gyms. Panmure also has a diverse population, and is in a period of transition.