AI Act readiness · AI literacy curriculum · School founding · Operations automation

Know what AI your school uses, govern it responsibly, and prove it.

Scolaize is an education advisory firm specialising in EU AI Act readiness, AI literacy curriculum design, school founding, and school operations automation, for international and private schools across Europe and the Gulf.

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One method

Diagnostic
Framework
Roadmap

2–3 weeks · fixed scope

Fig. 01 — Four services, one method

Four tracks, one method

Services

Track A · Start here

AI Act Readiness

For schools already bound by Article 4: literacy, evidence, and the road to December 2027.

  • Deployer mapping across teaching, admissions and administration
  • Article 4 literacy programme, tailored to each role
  • Evidence file for supervisory review
  • Annex III readiness map to December 2027
See the details ↓
Track B

AI Curriculum Design

For existing schools introducing AI literacy. Built for the classroom, not the boardroom.

  • Diagnostic of current curricular framework (IB, Cambridge, national)
  • Age-appropriate AI literacy framework, KG through Secondary
  • Phased implementation roadmap, 0–12 months
  • Staff CPD recommendations
See the details ↓
Track C

School Founding Advisory

For investors and groups founding a school from scratch: pedagogy first, structure second.

  • Founding pedagogical model and positioning
  • Family and enrolment behaviour, applied psychology
  • Accreditation and curriculum-framework selection
  • Leadership and staffing structure design
See the details ↓
Track D

School Operations Automation

For schools drowning in repetitive admin work. We build it, train your staff, and stay on to keep it running.

  • Diagnostic of manual workflows across admissions, reporting and communication
  • Automation build, roughly three weeks depending on scope
  • Staff training and handover
  • Ongoing support and maintenance, monthly subscription
See the details ↓

Track A

AI Act readiness, in detail

For schools already under a live legal duty.

Article 4 of the EU AI Act has applied since February 2025, and since August 2026 national authorities supervise it. It was not deferred by the 2026 Digital Omnibus. Most schools are already deployers of AI systems and have no record of it.

← Back to overview
ALREADY IN FORCE February 2025 Article 4 applies: AI literacy duty for schools August 2026 National authorities begin supervising December 2027 Deferred deadline for Annex III high-risk systems

Fig. 02 — The Article 4 timeline

  1. 01

    Deployer mapping

    Every AI system in use across teaching, admissions and administration, including the tools staff brought in themselves, which still bring the school within the duty.

  2. 02

    Article 4 literacy programme

    Measures proportionate to each role (teachers, leadership, administration), spread across the year rather than delivered as a single webinar.

  3. 03

    Evidence file

    The internal record of what the school did and why those measures were appropriate for its people, its systems and its context.

  4. 04

    December 2027 readiness map

    Which systems fall under Annex III (admissions scoring, automated assessment, proctoring), and what must be in place before the deferred deadline.

Advisory on AI literacy and governance practice. Not legal advice.

Read the full Article 4 explainer for schools →

Track B

AI curriculum design, in detail

Built for the classroom, not the boardroom.

Every framework starts from what a child of a given age can actually reason about, not from what the technology can do. The curriculum is sequenced before a single lesson is written.

← Back to overview
KG Lower Upper Secondary No generative tools under 8

Fig. 03 — Each stage builds on the last

01

Diagnostic of current curricular framework

Maps what the school already teaches under IB, Cambridge, or national standards, so AI concepts extend it rather than compete with it.

02

Age-appropriate AI literacy framework

A concept sequence from KG through Secondary: patterns and data before models, models before generative tools.

03

Phased implementation roadmap

A 0–12 month plan showing what gets taught, by whom, and in which term. Not a wish list.

04

Staff CPD recommendations

What teachers need to feel confident leading these lessons, planned alongside the classroom rollout.

Track C

School founding advisory, in detail

Pedagogy first, structure second.

Most founding teams start with a building and a budget, and work out the pedagogy later. We reverse the order: the educational model is decided before the floor plan, the staffing structure, or the accreditation pathway.

← Back to overview
Building & budget Families & enrolment Accreditation & framework Leadership & staffing Pedagogical model Order of decisions

Fig. 04 — Founding sequence

01

Founding pedagogical model & positioning

Defines what the school stands for educationally before any physical or financial planning begins.

02

Family & enrolment behaviour

Applied psychology on how families choose, trust, and commit to a new school, to shape positioning and messaging.

03

Accreditation & curriculum-framework selection

Guidance on choosing and sequencing IB, Cambridge, national, or hybrid frameworks against your market and timeline.

04

Leadership & staffing structure design

The org chart, hiring sequence, and leadership roles needed to open on time and maintain quality from year one.

Track D

School operations automation, in detail

Automate the admin load, not the duty of care.

Most schools buy automation tools and nobody owns them past the first term. We diagnose, build, and hand over the automations your staff actually need, then stay on as the team that keeps them running as your systems change.

← Back to overview
Automated Your staff Automated Intake Requests arrive Review A person decides Action Sent and logged Ongoing support & maintenance

Fig. 05 — Workflow mapping

01

Process diagnostic

Maps repetitive admin and communication workflows across admissions, attendance, reporting and family communication, scored by time cost and error risk.

02

Automation build

We build and deploy the priority automations ourselves, in roughly three weeks depending on complexity, with no drawn-out rollout.

03

Staff training & handover

What staff need to run and trust the new workflows from day one, not just a manual nobody reads.

04

Ongoing support & maintenance

A fixed monthly subscription that keeps automations working as school systems, staff and data change. Fixes and monitoring are included.

Not theory: fieldwork

Every recommendation is tested in a real classroom first.

Our frameworks are built on a year of design-based research inside an IB-PYP primary school, not adapted from generic ed-tech content.

20 years Classroom action research
100% Leadership evaluation score
K–6 Age range piloted
0 Generative tools used with under-8s

“We learned how to think carefully. We learned how to test our ideas. We learned how to fix mistakes. We learned how to explain what we made.”

Buckswood School pupils, Riyadh · June 2026

Case study · Track B

An AI literacy curriculum from KG to Grade 6, built into the IB PYP. Still running in its third academic year, ahead of Saudi Arabia's own national AI curriculum rollout.

Read the full case study →

How an engagement runs

Three steps, fixed scope, no surprises.

01

Diagnostic

We map what already exists (curriculum, accreditation, staffing, or founding plans) before proposing anything.

02

Framework

An age-appropriate model, sequenced by concept and built specifically for your school, not a generic template.

03

Roadmap

A phased plan for who teaches what, when, and how leadership tracks it. Delivered in 2–3 weeks at a fixed scope.

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