How to run skodle

The IB Engine is one connected chain rather than a set of separate tools. This is the order the work happens in, who does each part, and the points where something cannot move forward until a named person decides.

7 stages · 6 approval points · for IB coordinators, programme coordinators and teachers

A curriculum map is the programme your school actually teaches, held as records rather than documents. This is how one gets built, activated, and revised without losing what came before.

6 stages · 2 approval points · for Curriculum coordinators, heads of department and teachers

From building the questions to returning marked work. The part worth understanding is where the software stops and a teacher starts: nothing the machine calculates becomes a grade until a person puts it there.

5 stages · 4 approval points · for Teachers and heads of department

One pipeline from first contact to an enrolled student, with the record carried forward at each step so nothing is retyped when a family finally says yes.

5 stages · 1 approval points · for Admissions staff and school office

How an incident or a recognition is recorded, who can see it, and the rule that decides what reaches a family. That last part is the one people get wrong.

4 stages · 1 approval points · for Teachers, pastoral staff and leadership

From a draft invoice to a settled account. The states exist so an invoice a family has seen can never be quietly edited, and so a part payment is visible as a part payment rather than as unpaid.

5 stages · 2 approval points · for School office, bursar and finance staff

A report card is assembled from records that already exist rather than typed from scratch. The work is choosing what to say, not gathering what happened.

5 stages · 1 approval points · for Teachers, coordinators and the school office

The three things that decide whether a school day runs, and how attendance in particular becomes evidence rather than a register nobody reads.

5 stages · 2 approval points · for Teachers and the school office

One assignment moves through four states, and each one changes who can see it. This is where the work is written, how it reaches a class, what a student can and cannot do to it, and where the mark shows up for a family.

6 stages · 3 approval points · for Teachers, students and families

A goal is one sentence a child can act on, attached to one named student. Three people can see it and only two can change it — this is who does what, and the one detail that decides whether the goal reaches the child at all.

4 stages · 1 approval points · for Teachers, students and families

A round of meetings is opened once, filled by teachers, booked by families and written up afterwards. The write-up is the part that makes it worth doing — a booking system that stops at confirmed leaves no record that the conversation happened.

5 stages · 2 approval points · for Leadership, teachers and families

The academy tracks what staff have actually learned rather than what they attended. Completing a course asks for a reflection, and the hours only count once somebody other than the teacher has confirmed them.

5 stages · 2 approval points · for Teachers and school leadership

Taking the register is covered in Running the day. This is the record underneath it — the four states and what they mean, who is allowed to write one, how the rate is worked out, and why a school with no registers gets no percentage at all.

5 stages · 1 approval points · for Teachers, the school office and families

Describe the week and what has to be taught in it, and the solver proposes a timetable. It will tell you what it could not place and why, rather than forcing a lesson in and leaving somebody to find it in September.

5 stages · 1 approval points · for Timetablers, leadership and admin

Reviewing students who need attention finds the signal. This is what happens next: a named owner, actions with dates, a record that the family was told, and — at the end — both the closer's account of what happened and the measurement, kept side by side.

5 stages · 2 approval points · for Teachers, pastoral leads and leadership

One record, three roles, and each owns a different part of it. Staff open the slot, the family books it, and the student writes what the conversation will be about — which is the whole point of calling it student-led.

5 stages · 2 approval points · for Teachers, students and families

Two different tools that people often confuse. A message is a conversation with somebody; an announcement is a notice to an audience. Choosing wrongly is why school inboxes fill up.

4 stages · 1 approval points · for Teachers, office staff and leadership

Evidence collected through the year rather than assembled in the fortnight before a visit. The difference is visible to a visiting team, which is the point.

5 stages · 1 approval points · for Coordinators, leadership and anybody preparing for a visit

Which module to start with, and why the order matters. Most of what feels like extra work in month one is a step taken out of sequence.

5 stages · 0 approval points · for Anyone setting skodle up for the first time

A subject tutor a teacher configures, approves and can read. The design assumption throughout is that an unreadable tutor is an unsupervised adult.

5 stages · 2 approval points · for Teachers and safeguarding leads

A portfolio that fills itself from real classwork, with a review step so what a learner adds is seen by a teacher before it counts as evidence.

4 stages · 1 approval points · for Teachers, students and families

Two separate portals with different contents, and a clear line about what never crosses into them. Most support calls are about this line.

4 stages · 1 approval points · for Office staff answering the question, and leadership setting policy

Cataloguing, lending and returns, with loans tied to the same student records the rest of the school uses.

4 stages · 1 approval points · for Librarians and teaching staff

The staff record is what decides who sees which children, so it is an access-control document as much as a personnel one.

4 stages · 1 approval points · for School office, HR and leadership

A permission-aware analyst rather than a chatbot. It answers from your own records, names the data it used, and cannot see anything you could not see yourself.

4 stages · 1 approval points · for School leaders, coordinators and teachers

School-observable patterns worth an educator's eye. It is not a diagnosis, it makes no judgement about a child, and it is deliberately built so it cannot be used as one.

4 stages · 2 approval points · for Pastoral staff, coordinators and leadership

One view of teaching, attainment, attendance and staffing, built from live records rather than a spreadsheet somebody updates on Fridays.

4 stages · 1 approval points · for Heads of school, principals and senior leadership

Aspirations, applications and outcomes kept alongside the academic record they depend on, so guidance conversations start from evidence.

4 stages · 1 approval points · for Counsellors, DP coordinators and leadership

The lifecycle from applicant to alumnus, with consent respected at every step and contact details never exposed to students.

4 stages · 2 approval points · for Alumni relations, counsellors and leadership

How a connection is set up and what its health means. Read the last step first if you are evaluating: credentials are yours, and connecting is a setup conversation rather than a switch.

4 stages · 1 approval points · for IT leads and school administrators

Campus is a real dimension rather than a label, so a group can compare fairly, delegate properly, and report at group level without merging the data.

4 stages · 1 approval points · for Group leadership and campus administrators

Criterion levels, standardisation between teachers, and the derived grade. The design point throughout is that a judgement made in September must still be readable in June.

5 stages · 2 approval points · for MYP and DP teachers, and heads of subject

The parts of an IB education that are not a grade: skills, reflection, and the projects that carry them. Hard to see, which is why they need to be recorded deliberately.

5 stages · 1 approval points · for MYP and DP teachers, supervisors and coordinators

The whole-school view: what is mapped, what is missing, what is standardised, and what a visiting team would find. Ordered by exception, because a coordinator's time is the scarce thing.

5 stages · 1 approval points · for IB coordinators and programme coordinators

What the copilots draft, what they can read, and the single rule underneath all of it: every output is a draft with a named approver.

5 stages · 1 approval points · for Teachers, coordinators and anybody setting AI policy