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Innovation, Entrepreneurship & Careers

IEC Endorsement · Future Readiness

Innovation, Entrepreneurship & Careers Endorsement

Recognises schools where learners create value for others across all subjects, build financial literacy, and think about, explore and experience their future working lives.

16 standards in 5 areas
3 levels
3 years validity

Apply for IEC Check your readiness

IEC is an endorsement: it is awarded together with, or after, USAAC Core Accreditation. Core and endorsements can be reviewed in one combined visit.

Accreditation levels

Three levels of IEC recognition

The levels recognise innovation, entrepreneurial learning and careers education that are fully in place (Established), embedded and improving outcomes school-wide (Advanced), and sustained while leading other schools (Elite).

Level I

Established

Quality Assured

Every standard is fully in place and consistently practised, and the safeguarding gate is met.

Every standard at least Established; safeguarding Met.

Level II

Advanced

Excellence in Practice

Practice is embedded school-wide, monitored with evidence and improving outcomes.

Advanced in at least two-thirds of standards, including all Vision & Leadership standards; none below Established.

Level III

Elite

Sector Leadership

Impact is sustained across two review cycles and the school leads others in the field.

Advanced in every standard, Elite in at least half, and impact sustained across two review cycles.

Framework

The IEC standards

16 standards in 5 areas. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

Vision & Leadership

IEC.1.1

Innovation as a cross-curricular aimThe school defines innovation as creating value for others and expects it across all subjects, not only in technology.

EstablishedA shared definition of innovation and entrepreneurial learning is in place, and every phase plans value-creating projects in more than one subject area.

AdvancedInnovation is embedded across most subjects and phases, leaders monitor its quality, and projects show increasing learner ownership.

EliteCross-curricular innovation has been sustained over two review cycles, and the school helps other schools embed it across their curriculum.

Evidence: Innovation statement and curriculum map · Project plans from several subjects · Leadership monitoring records

IEC.1.2

Planned careers programmeA named lead runs a planned, progressive careers programme that helps every learner think about, explore and experience their future.

EstablishedA careers lead and written programme set age-appropriate careers activities for every year group, starting before learners make key subject choices.

AdvancedThe programme is embedded across subjects, tailored to individual learners, and reviewed annually against participation and learner feedback.

EliteThe programme has improved career readiness over two review cycles, and the school's careers lead supports other schools' programmes.

Evidence: Careers programme by year group · Careers lead role description · Annual programme review

IEC.1.3

Structured engagement with the world of workEmployers, entrepreneurs and community organisations contribute to planned career and enterprise learning with clear purposes and safe arrangements.

EstablishedEach employer or enterprise activity has a learning purpose, is linked to the careers programme, and follows Core safeguarding and placement procedures.

AdvancedA broad range of sectors is involved, contributions are planned with teachers and evaluated for their effect on learners.

EliteWork-world engagement has been sustained over two review cycles, and the school helps other schools build similar networks.

Evidence: Register of employer activities and purposes · Placement risk assessments · Evaluation of employer contributions

Teaching & Learning

IEC.2.1

Design thinking and creative problem solvingLearners identify needs and opportunities, generate and test ideas, and refine solutions through structured design thinking in different subjects.

EstablishedDesign-thinking projects are taught in several subjects, with learners researching users' needs, prototyping ideas and considering ethical and sustainable impacts.

AdvancedLearners lead design cycles with growing independence across phases, use feedback to iterate, and transfer the process to unfamiliar problems.

EliteDesign-thinking practice has been sustained over two review cycles, and the school co-designs projects and resources with other schools.

Evidence: Project briefs from several subjects · Learner design journals and prototypes · Lesson observations

IEC.2.2

Entrepreneurial learning and value creationLearners turn ideas into action by planning, mobilising resources, working with others and managing uncertainty to create social, cultural or economic value.

EstablishedAll learners take part in age-appropriate value-creating projects, reflecting on teamwork, risk, and the ethical and sustainable consequences of their choices.

AdvancedLearners run extended ventures with real users or audiences, track results, and reflect on setbacks as a source of learning.

EliteEntrepreneurial learning has been sustained over two review cycles, and the school mentors other schools in value-creating pedagogy.

Evidence: Venture plans and outcomes · Learner reflections · Feedback from users or audiences

IEC.2.3

Financial and economic literacyLearners build age-appropriate knowledge and confidence to manage money, understand risk and value, and make informed economic decisions.

EstablishedA planned financial literacy progression covers budgeting, saving, credit, risk and consumer rights, and includes fair and ethical financial behaviour.

AdvancedFinancial literacy is applied in real contexts across subjects and ventures, and assessment shows progress for all learner groups.

EliteFinancial literacy gains have been sustained over two review cycles, and the school shares its curriculum and resources with other schools.

Evidence: Financial literacy progression · Learner work applying financial concepts · Assessment results

IEC.2.4

Exploring and experiencing workLearners explore careers through talks, visits and fairs, and experience work through job shadowing, placements or volunteering appropriate to their age.

EstablishedEvery learner has a recorded set of age-appropriate career exploration activities and at least one workplace experience before leaving.

AdvancedExperiences are matched to learners' interests, prepared and debriefed in class, and linked to their education and career plans.

EliteHigh-quality work experience has been sustained over two review cycles, and the school helps other schools design work-based learning.

Evidence: Learner records of activities and placements · Preparation and debrief materials · Learner and employer feedback

People & Capacity

IEC.3.1

Entrepreneurial teaching capabilityTeachers across subjects can plan and facilitate design-thinking and value-creating projects and connect subject content to careers.

EstablishedTeachers in all phases are trained to run design-thinking and enterprise projects and to link their subject to careers.

AdvancedTeachers refine entrepreneurial pedagogy through peer coaching and inquiry, and observed project quality improves across subjects.

EliteEntrepreneurial teaching capability has been sustained over two review cycles, and the school's teachers train peers in other schools.

Evidence: Topic-specific training records · Peer coaching records · Lesson observations

IEC.3.2

Impartial career guidanceLearners receive impartial, individual career guidance from trained staff, with conversations that broaden rather than narrow their ambitions.

EstablishedGuidance is delivered by trained staff, every learner has at least one individual career conversation before key choices, and advice is impartial.

AdvancedGuidance is ongoing and personalised, challenges stereotyped expectations, and is reviewed against learner outcomes and feedback.

EliteQuality guidance has been sustained over two review cycles, and the school's guidance staff support practice in other schools.

Evidence: Guidance staff training records · Records of individual career conversations · Learner feedback on guidance

IEC.3.3

Career mentoringMentors from the world of work support learners' career thinking through structured, safeguarded relationships with clear goals.

EstablishedMentors are recruited and briefed following Core safeguarding procedures, and each mentoring relationship has agreed goals and review points.

AdvancedMentoring reaches learners who benefit most, mentors receive ongoing support, and the effect on learners' career confidence is evaluated.

EliteMentoring impact has been sustained over two review cycles, and the school helps other schools establish safe mentoring programmes.

Evidence: Mentor recruitment and briefing records · Mentoring goals and reviews · Evaluation of mentoring effect

Environment & Resources

IEC.4.1

Time and space for innovationThe timetable and learning spaces allow extended, collaborative projects that move from idea to prototype to presentation.

EstablishedTimetabled time and suitable, accessible spaces are provided for extended innovation projects in every phase.

AdvancedTime and spaces are used flexibly across subjects, use is monitored by group, and provision is adjusted from that evidence.

EliteEffective provision has been sustained over two review cycles, and the school shares its timetabling and space models with other schools.

Evidence: Timetable showing project time · Learning walk observations · Use records by learner group

IEC.4.2

Careers informationLearners and families have access to accurate, current and unbiased information about education, training and labour-market pathways.

EstablishedCareers information is current, covers academic, technical and vocational routes, and is accessible to learners and families.

AdvancedInformation is tailored to learners' interests, updated with local labour-market trends, and used actively in guidance and lessons.

EliteHigh-quality information provision has been sustained over two review cycles, and the school shares its resources with other schools.

Evidence: Careers information resources · Update records · Learner and family use and feedback

IEC.4.3

Safe and accountable student venturesStudent ventures that handle money, customers or partners operate under clear rules for financial control, risk, ethics and safeguarding.

EstablishedVentures follow written rules on handling money, risk assessment, consumer fairness and adult oversight, and records are kept and checked.

AdvancedLearners manage venture governance with appropriate independence, accounts are reviewed, and lessons from problems improve the rules.

EliteAccountable venture practice has been sustained over two review cycles, and the school helps other schools set up safe student ventures.

Evidence: Venture rules and approvals · Financial records and checks · Risk assessments

Impact & Improvement

IEC.5.1

Assessing entrepreneurial competenceLearners' entrepreneurial competences are assessed against a clear progression, with learners reflecting on their own growth.

EstablishedA progression based on a recognised framework guides assessment of entrepreneurial competences, and learners self-assess and set goals.

AdvancedPortfolios show progress over time for all groups, assessment is moderated across subjects, and results inform teaching.

EliteCompetence gains have been sustained over two review cycles, and the school's assessment tools are adopted by other schools.

Evidence: Competence progression and rubrics · Learner portfolios and self-assessments · Moderation records

IEC.5.2

Career readiness and destinationsThe school tracks learners' career readiness and next steps and uses the findings to improve the careers programme.

EstablishedParticipation in career activities is recorded for each learner, and next-step destinations are collected and reviewed each year.

AdvancedReadiness indicators and destinations are analysed by group, actions address weaker outcomes, and positive destinations are rising.

EliteStrong readiness and destinations have been sustained over two review cycles, and the school shares its tracking approach with other schools.

Evidence: Learner career activity records · Destination data · Programme improvement actions

IEC.5.3

Equity of opportunity and aspirationThe school ensures innovation, enterprise and career opportunities reach all learners and actively counters stereotyped or narrowed aspirations.

EstablishedParticipation is monitored by learner group, and planned activities challenge stereotypes linked to gender, background or need.

AdvancedGaps in participation and in breadth of aspiration are narrowing through targeted, evaluated actions across phases.

EliteEquitable opportunity has been sustained over two review cycles, and the school shares its approach with other schools.

Evidence: Participation data by group · Learner aspiration surveys · Targeted actions and evaluations

Scope

What IEC covers

Each topic is assessed in exactly one USAAC framework, so schools are never reviewed twice for the same practice.

Design thinking and creative problem solvingEntrepreneurial learning and value creationFinancial and economic literacyCareers education and guidanceWork-based learning and workplace experienceCareer mentoring

Assessed elsewhere

Coding, robotics and engineeringSRA
Student leadership, voice and service-learningLCD
General partnerships, families and communityCORE
Environmental community actionSGS

Key benefits

Why IEC?

Develops learners who can turn ideas into value for others in any field.
Shows families a structured, impartial careers programme for every learner.
Builds practical financial literacy and confidence with money and risk.
Connects learning to the world of work through safe, purposeful experiences.

Aligned with

Validity: Valid 3 years, with a short annual update.

Part of the Future-Ready School pathway.

Self-assessment

Which level is your school ready for?

Rate your school on each IEC standard using the published descriptors. The suggested level follows the same rules reviewers use.

IEC.1.1
Innovation as a cross-curricular aim
The school defines innovation as creating value for others and expects it across all subjects, not only in technology.
IEC.1.2
Planned careers programme
A named lead runs a planned, progressive careers programme that helps every learner think about, explore and experience their future.
IEC.1.3
Structured engagement with the world of work
Employers, entrepreneurs and community organisations contribute to planned career and enterprise learning with clear purposes and safe arrangements.

Ready to pursue IEC?

Tell us about your institution and the recognition you are working toward. Submissions are reviewed within 2–3 business days.

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