The ACE Accreditation protocol encompasses two distinct parts: six Foundation Standards and ten Learning Principles. The Learning Principles embrace a transformative approach designed to change ‘schools’ into reflective learning communities, while the Foundation Standards represent the transactional relationships, structures, policies and systems without which a learning community cannot exist. As ‘schools’ chart their journey from transactional structures and organizations to communities focused on learning and designing their future, they transform from ‘schools’ (i.e. ‘places’) into ‘learning communities’ (i.e. learning eco-systems).
Learning Architecture | Principles 1-4
Learning Culture | Principles 5-8
Learning Ecology | Principles 9-10
1. Learning Goals
Learners demonstrate understandings, competencies, knowledge, dispositions, and values that will allow them to become responsible and successful citizens.
2. Dimensions of Learning
Learning encompasses creative, moral, social, experiential and entrepreneurial dimensions.
3. Assessment for, of, and as Learning
Assessment measures the effect of learning on the learner. Assessment for, of and as learning includes qualitative as well as quantitative criteria.
4. Learning Perspectives
Meaningful learning is extended when learners explore the unfamiliar, consider a range of perspectives, and take informed risks. Mistakes are seen as opportunities for learning.
5. Learner Engagement and Autonomy
Learners are engaged with and inspired by their learning. They have autonomy over their learning and make informed choices, supported by teachers acting as coaches and mentors.
6. Research and Reflection on Learning
Research, reflection, and future design-oriented thinking are valued and acted upon by the community of learners.
7. Inclusiveness of Learning
The learning community embraces a culture of inclusiveness.
8. Governance and Leadership for Learning
Governance, leadership, and management support, embody, and promote the organization’s intended Learning Impacts, norms and values.
9. Learning Space and Time
The design of learning spaces and the structuring of learning time are driven and shaped by the learning community’s intended Learning Impacts.
10. Learning Community
Respectful, healthy, ethical relationships and interactions create a true sense of community. Communication is honest and transparent. Community values are clearly stated, actively lived, and define a distinct, sustained identity.