It's a school where students have the freedom 'not to be there' - one of the many methods ACG Senior College uses to prepare students for tertiary study.
Tucked on a corner of Auckland's business district, it's clear to students, parents and the community this is no ordinary high school.
In the few weeks she's been principal there, Tracey Dykstra is struck by the purpose and motivation it gives the young adult students.
Much like a university campus, student leaders initiate and run their own portfolio of activities around global citizenship, arts and media, social awareness or sports - learning "how to make our own mistakes", as one student leader puts it.
"There's no uniform, the students have the freedom not to be here during study periods, just like they would at university," Dykstra says. "They're here to become independent learners, developing a love of learning while still being supported. Co-curricular and leadership activities are fully supported by teachers but totally student-initiated."
Dykstra has headed teaching and learning at a number of top schools and was seconded to the University of Auckland's Centre for Educational Leadership; she points out academic programmes at her new school are specially structured for students who intend to go on to tertiary study, so they remain motivated and passionate about learning.
The International Baccalaureate (IB) and the Cambridge global programmes offered at ACG Senior College are designed to encourage pupils to create flexible courses of study at different levels, tailored to their personal interests and strengths.
Both curricula have the potential for a 'blended environment' of digital research and classroom teaching to encourage critical thinking and deeper learning - a topic that is the basis of her University of Auckland doctorate research on student learning in the digital age.
Class times, and days, are longer than usual so students can delve deeply into their subjects. There's a real focus on individual needs and students relish the ability to work with teachers on what really excites them within the curriculum.
"Research with university admissions officers in the UK shows that IB and Cambridge prepare students incredibly well for tertiary study because they teach them how to think critically and learn independently," Dykstra says. "Many students in New Zealand are under-prepared for university; they don't know about time management, research, essay writing, taking notes.
The UK research shows many new students don't have a positive attitude to study, aren't ready to think and work independently or may not understand the demands of their course, she says.
Preparing students properly for university life is more important than many think. Media reports published earlier this year called for more support for students transitioning to university. The reports claimed New Zealand was 16th out of 22 OECD countries in terms of higher education qualification rates - and outlined forecasts that only 66 per cent of 2016 students were expected to graduate.
ACG Senior College thinks it vital to create an environment which prepares students for tertiary life, while still providing the safety net needed. Students are free to leave the campus when not in class, for example, but underpinning that is a supportive tutor system and one-on-one pastoral care - and the school still tracks attendance and performance.
"We don't feel like a regular high school; students are treated like young adults and develop strong learning relationships with teachers and students," says Dykstra. "But if someone's in danger of slipping, we can scoop them back up."
She says this middle ground is the perfect transition for students preparing for tertiary life.
From next year, students entering a Year 11 diploma course will have a programme combining the best of both the Cambridge and IB curricula. From there students can make an informed choice of pathway that best suits them.
The college also offers a dedicated university placements advisor, Guy Mills, who uses his investigative skills to help match students' passions with the right place for them.
"He knows the students individually, he talks to their parents, and he gives them tailored guidance," Dykstra says. "Plus he has a relationship with tertiary providers around the world and knows exactly what they're looking for."
