UK dataswitch to US
Primary education teaching professionals
preparing and administering tests and assignments for students, planning or conducting activities for an instructional programme that balances demonstration and adhering to and applying safeguarding and preventing policies. If that's your week, this page is about your job.
The honest answer
AI is already taking a real slice of the routine work here: preparing and administering tests and assignments for students. That is a slice of tasks, not of you.
That slice is not coming back; the core of the job, adapting teaching techniques to the age and skill levels of students, stays yours. New tools, same person answering for it.
Your week, as this page understands it
Primary (and middle school deemed primary) and education teaching professionals plan, organise and provide instruction to children at all levels up to the age of entry into secondary education. The job title says “primary education teaching professionals”. The real job is the part underneath: adapting teaching techniques to the age and skill levels of students. That is the thing someone has to be right about.
The exposed part of this job is specific, and we won’t pretend it is coming back. But primary education teaching professionals is not one task. It is 54 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is adapting teaching techniques to the age and skill levels of students, and the ledger below shows exactly why.
Where the work sits, by task weight
- shifting to AI
- 15%
- changing shape
- 10%
- staying human
- 75%
These bars are tasks changing hands, not people being counted out. The ledger below shows which.
Whole-job exposure score 27 out of 100 (22–32 allowing for uncertainty): low exposure, across 54 scored tasks. The number is the support for the sentence above it, not a headline about anyone’s future.
How we know this
What is measured: Every published task statement for primary education teaching professionals is rated on five dimensions: can a model produce the output, does the work need a body in a room, does it need a legally accountable person, does it depend on a person being trusted in the moment, and how much data exists. A published formula turns those five ratings into the score; the model never writes the number.
How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.
Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.
Your job, task by task
These are the official task statements for this occupation, in plain English, sorted by what the evidence says is happening to each one. The official wording sits under every line so you can check the rewrite against it.
- 22 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
- Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.
Shifting to AI
8 tasksTasks today’s tools can already do most of. This is the part we will not soften: where these rows are the bulk of your week, the week changes.
Preparing and administering tests and assignments for students
This is reading one thing and writing another: tests in, a record out. That is the shape today's tools are built for.
importance 95 · 2314/00Source: “Prepare and administer tests and assignments for students.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing the test is easy to automate; sitting with the class while they take it is not.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining accurate and completing student records
This is reading one thing and writing another: accurate in, a record out. That is the shape today's tools are built for.
importance 90 · 2314/00Source: “Maintain accurate and complete student records as required by laws, local authority policies, and administrative regulations.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping the required pupil records is routine document work that school systems and AI handle well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing objectives and outlines for courses of study
This is reading one thing and writing another: objectives in, a record out. That is the shape today's tools are built for.
importance 85 · 2314/00Source: “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of regions and schools.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Course outlines follow published curriculum guidance, which AI turns into usable documents quickly.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Completing required grade-related paperwork with supervisors
This is reading one thing and writing another: required grade-related paperwork in, a record out. That is the shape today's tools are built for.
importance 85 · 2314/00Source: “Complete required grade-related paperwork with supervisors.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Grade paperwork is structured admin that school software already handles with little teacher input.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Changing shape
5 tasksTasks where the machine takes the producing and a person keeps the checking, the deciding, or the answering-for-it. For most jobs this is the biggest group, and it is where "transformation, not termination" is literally visible.
Assessing, and marking students' work
The software now makes the first pass at students' work, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 95 · 2314/00Source: “Assess and Mark students' work.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI drafts solid feedback on written work, though teachers still handle books in class and know each pupil's history.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Evaluating and grading class work and homework for students
The software now makes the first pass at class work, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 95 · 2314/00Source: “Evaluate and grade class work and homework for students.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Grading written work is well suited to AI, though much of it still arrives on paper in school.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Establishing rules for behaviour for responsible pupils
The software now makes the first pass at rules, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2314/00Source: “Establish rules for behaviour for responsible pupils.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Drafting classroom rules is straightforward writing, though agreeing them with a class is done in person.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Staying human
41 tasksTasks that stay with a person, because they happen in the physical world, because the rules need someone accountable, or because the value is that a specific person does them.
Adapting teaching techniques to the age and skill levels of students
This work happens in the physical world: techniques, in a real place. Software cannot follow it there.
importance 95 · 2314/00Source: “Adapt teaching techniques to the age and skill levels of students.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (5–13 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Software can suggest ways to pitch a lesson, but the real adjusting happens live in front of a class of young children.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Communicating learning objectives clearly to pupils to enhance understanding and engagement
This work happens in the physical world: objectives, in a real place. Software cannot follow it there.
importance 95 · 2314/00Source: “Communicate learning objectives clearly to pupils to enhance understanding and engagement.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (2–16 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Clear objectives are easy to write, but getting them across to young children happens face to face.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Consulting with other staff members to plan and schedule lessons promoting learning
The ratings behind this row put other staff members well outside what today's tools can do on their own.
importance 90 · 2314/00Source: “Consult with other staff members to plan and schedule lessons promoting learning, following approved curricula.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI drafts the lesson plans, but agreeing and scheduling them happens between colleagues in school.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Show the other 44 tasks
Drafting programme outlines to guide instructional sessions across various subjects
shifting to AIThis is reading one thing and writing another: programme outlines in, a record out. That is the shape today's tools are built for.
importance 80 · 2314/00Source: “Draft programme outlines to guide instructional sessions across various subjects.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Session outlines draw on widely published teaching material that AI shapes into usable plans.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Preparing reports on pupils and activities as required by administration
shifting to AIThis is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 80 · 2314/00Source: “Prepare reports on pupils and activities as required by administration.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing up reports from existing records is exactly the kind of document work AI does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Selecting and ordering classroom equipment
shifting to AIThis is reading one thing and writing another: classroom equipment in, a record out. That is the shape today's tools are built for.
importance 70 · 2314/00Source: “Select and order classroom equipment, materials, and supplies.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Choosing and ordering classroom supplies against a budget is routine desk work.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Planning and preparing lessons
shifting to AIThis is reading one thing and writing another: lessons in, a record out. That is the shape today's tools are built for.
importance 85 · 2314/00Source: “Plan and prepare lessons.” (UK task statement)
How this row was scored
Exposure score: 62 out of 100 (58–66 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Lesson plans and resources draft well from the curriculum, with the teacher adapting them for the class.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Planning assignments for teaching assistants and volunteers
changing shapeThe software now makes the first pass at assignments, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2314/00Source: “Plan assignments for teaching assistants and volunteers.” (UK task statement)
How this row was scored
Exposure score: 57 out of 100 (50–64 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; mistakes that are cheap to catch.
The rating behind it: Allocating tasks is straightforward planning, though it depends on knowing the staff and pupils involved.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Maintaining inventory of classroom equipment
changing shapeThe software now makes the first pass at inventory of classroom equipment, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2314/00Source: “Maintain inventory of classroom equipment, materials, and supplies.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: The list keeps itself digitally, but somebody still has to check what is in the cupboard.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Evaluating primary school programmes in collaboration with other teachers and administrators
staying humanThe ratings behind this row put primary school programmes well outside what today's tools can do on their own.
importance 70 · 2314/00Source: “Evaluate primary school programmes in collaboration with other teachers and administrators.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI can analyse the evidence, but the judgement is reached jointly by staff who know the school.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Discussing individual students' progress with other teachers
staying humanThe value here is that a specific person handles individual students' progress and stands behind it. That is earned, not computed.
importance 85 · 2314/00Source: “Discuss individual students' progress with other teachers.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: These handover conversations rely on staff sharing what each has actually seen of a pupil.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Serving on committees to contribute to educational policy and curriculum development
staying humanThe value here is that a specific person handles committees and stands behind it. That is earned, not computed.
importance 75 · 2314/00Source: “Serve on committees to contribute to educational policy and curriculum development.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: AI can draft policy papers, but committee work is people arguing things out together.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Advising students with adjustment or academic problems
staying humanThe value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 85 · 2314/00Source: “Advise students with adjustment or academic problems.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (24–32 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Helping a struggling pupil turns on a trusted relationship built up face to face over time.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Organising educational visits
staying humanThis work happens in the physical world: educational visits, in a real place. Software cannot follow it there.
importance 75 · 2314/00Source: “Organise educational visits.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (21–35 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Risk assessments, letters and bookings are largely paperwork, though the trip itself needs staff present.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Enforcing academic policies to ensure educational standards
staying humanThe value here is that a specific person handles academic policies and stands behind it. That is earned, not computed.
importance 85 · 2314/00Source: “Enforce academic policies to ensure educational standards.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Policies and monitoring are easy to draft and track, but applying them in a school means talking to real staff and pupils.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Engaging in continuous professional development to maintain or improve knowledge and skills
staying humanThe ratings behind this row put continuous professional development well outside what today's tools can do on their own.
importance 80 · 2314/00Source: “Engage in continuous professional development to maintain or improve knowledge and skills.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over.
The rating behind it: AI can find and summarise material, but the learning itself is something the teacher has to do.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Collaborating with educational psychologists and social workers
staying humanThe value here is that a specific person handles educational psychologists and stands behind it. That is earned, not computed.
importance 80 · 2314/00Source: “Collaborate with educational psychologists and social workers.” (UK task statement)
How this row was scored
Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Multi-agency work turns on shared judgement about a particular child, built in meetings.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Administering standardised ability and achievement tests
staying humanThis work happens in the physical world: standardised ability, in a real place. Software cannot follow it there.
importance 90 · 2314/00Source: “Administer standardised ability and achievement tests, and interpret results to determine students' strengths and needs.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Scoring and interpreting these tests is fairly mechanical, but a teacher still has to sit with young children while the tests are taken.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Planning and promoting sporting events and social
staying humanThis work happens in the physical world: events, in a real place. Software cannot follow it there.
importance 75 · 2314/00Source: “Plan and promote sporting events and social, cultural, and recreational activities.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Planning can be drafted automatically, but running social and sporting events means being there.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Discussing children's progress with parents and carers
staying humanThe value here is that a specific person handles children's progress and stands behind it. That is earned, not computed.
importance 85 · 2314/00Source: “Discuss children's progress with parents and carers.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Progress summaries can be drafted automatically, but parents want a conversation with the teacher who knows their child.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Planning or conducting activities for an instructional programme that balances demonstration
staying humanThis work happens in the physical world: activities, in a real place. Software cannot follow it there.
importance 85 · 2314/00Source: “Plan or conduct activities for an instructional programme that balances demonstration, instruction, and work time.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Planning the balance of a lesson is easy to draft, but running it with a class of children is not.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Preparing and implementing remedial programmes for students requiring extra help
staying humanThis work happens in the physical world: remedial programmes, in a real place. Software cannot follow it there.
importance 85 · 2314/00Source: “Prepare and implement remedial programmes for students requiring extra help.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Extra-help programmes can be drafted quickly from templates and pupil data, but delivering them to a child is still done in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Planning and overseeing class projects
staying humanThis work happens in the physical world: class projects, in a real place. Software cannot follow it there.
importance 80 · 2314/00Source: “Plan and oversee class projects, field trips, visits by guest speakers, competitions, or other experiential activities, and guide pupils in learning from those activities.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Trip planning, letters and risk paperwork draft quickly, but the visits themselves need a teacher on the ground with pupils.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Adhering to and applying safeguarding and preventing policies
staying humanThe rules require a named, qualified person to answer for and applying safeguarding and preventing policies, and that person cannot be a piece of software.
importance 85 · 2314/00Source: “Adhere to and apply safeguarding and PREVENT policies, procedures and best practice.” (UK task statement)
How this row was scored
Exposure score: 16 out of 100 (12–20 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Recognising and acting on concerns about a child is a duty carried by named staff, in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Resolving academic problems to improve student performance
staying humanThis work happens in the physical world: academic problems, in a real place. Software cannot follow it there.
importance 85 · 2314/00Source: “Resolve academic problems to improve student performance.” (UK task statement)
How this row was scored
Exposure score: 15 out of 100 (8–22 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Some causes of a learning problem show up in data, but fixing them means working directly with the pupil.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Coordinating after school clubs
staying humanThis work happens in the physical world: after school clubs, in a real place. Software cannot follow it there.
importance 75 · 2314/00Source: “Coordinate after school clubs.” (UK task statement)
How this row was scored
Exposure score: 15 out of 100 (8–22 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Organising is partly admin, but running clubs means supervising children in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Operating equipment, computers or audio-visual aids to supplement presentations
staying humanThis work happens in the physical world: equipment, computers or audio-visual aids, in a real place. Software cannot follow it there.
importance 80 · 2314/00Source: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (UK task statement)
How this row was scored
Exposure score: 14 out of 100 (7–21 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: The presentation content is easy to generate, but someone has to be in the classroom working the equipment.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Using audio-visual aids and technologies to present information interactively
staying humanThis work happens in the physical world: audio-visual aids, in a real place. Software cannot follow it there.
importance 80 · 2314/00Source: “Use audio-visual aids and technologies to present information interactively.” (UK task statement)
How this row was scored
Exposure score: 14 out of 100 (7–21 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Machines make excellent teaching materials, yet using them interactively with a primary class happens in the room.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Providing materials and resources for children to explore and manipulating in learning activities
staying humanThis work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 80 · 2314/00Source: “Provide materials and resources for children to explore and manipulate in learning activities.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Resources can be designed digitally, but handing them out and setting them up happens in class.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Assisting in school libraries as part of administrative duties
staying humanThis work happens in the physical world: school libraries, in a real place. Software cannot follow it there.
importance 60 · 2314/00Source: “Assist in school libraries as part of administrative duties.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (5–13 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world.
The rating behind it: Library duties mean shelving, issuing and being on the desk in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Organising and labelling materials and displaying students' work in a manner appropriate for their eye levels and perceptual skills
staying humanThis work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 75 · 2314/00Source: “Organise and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (4–12 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Putting up labelled displays at children's eye level is hands-on classroom work.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Organising and supervising games and other recreational activities to promote physical
staying humanThis work happens in the physical world: games, in a real place. Software cannot follow it there.
importance 75 · 2314/00Source: “Organise and supervise games and other recreational activities to promote physical, mental, and social development.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (2–10 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Supervising children at games and activities has to be done in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Observing and evaluating children's performance
staying humanThis work happens in the physical world: children's performance, in a real place. Software cannot follow it there.
importance 85 · 2314/00Source: “Observe and evaluate children's performance, behaviour, social development, and physical health.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (1–9 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Noticing how a young child is developing comes from watching them in person day after day.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Working with small groups of pupils
staying humanThis work happens in the physical world: small groups of pupils, in a real place. Software cannot follow it there.
importance 85 · 2314/00Source: “Work with small groups of pupils.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (1–9 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Teaching small groups of young children means being in the room with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Encouraging students to explore learning opportunities to prepare for later years
staying humanThis work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 90 · 2314/00Source: “Encourage students to explore learning opportunities to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Getting a young child to try something new depends on a teacher they already trust being there with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Encouraging students to persevere with challenging tasks to prepare for later years
staying humanThis work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 90 · 2314/00Source: “Encourage students to persevere with challenging tasks to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Encouraging a child to stick with something hard rests on a relationship built in person over time.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Enabling family members and carers to participate in play/recreation activities that assist in the development of their child/young person
staying humanThis work happens in the physical world: members, in a real place. Software cannot follow it there.
importance 80 · 2314/00Source: “Enable family members and carers to participate in play/recreation activities that assist in the development of their child/young person.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Helping families take part in play happens face to face, alongside the child.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Guiding students in learning from these experiential activities
staying humanThis work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 80 · 2314/00Source: “Guide students in learning from these experiential activities.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Helping children make sense of a trip or project depends on being alongside them as it happens.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Providing assistive devices to support disabled students' educational needs
staying humanThis work happens in the physical world: assistive devices, in a real place. Software cannot follow it there.
importance 70 · 2314/00Source: “Provide assistive devices to support disabled students' educational needs.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Choosing and fitting equipment for a particular child is specialist, hands-on work.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Enforcing procedures to maintain order among these pupils
staying humanThis work happens in the physical world: procedures, in a real place. Software cannot follow it there.
importance 85 · 2314/00Source: “Enforce procedures to maintain order among these pupils.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Keeping a class of children orderly is about an adult being in the room with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Preparing classrooms with a variety of materials or resources for children
staying humanThis work happens in the physical world: classrooms, in a real place. Software cannot follow it there.
importance 80 · 2314/00Source: “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Laying out a classroom means physically moving and arranging materials.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Sponsoring extracurricular activities, clubs, student organisations and academic contests
staying humanThis work happens in the physical world: extracurricular activities, clubs, student organisations and academic contests, in a real place. Software cannot follow it there.
importance 75 · 2314/00Source: “Sponsor extracurricular activities including clubs, student organisations, and academic contests.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running a club or contest means an adult is present with the pupils for the whole session.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Assisting disabled students in accessing facilities
staying humanThis work happens in the physical world: disabled students, in a real place. Software cannot follow it there.
importance 70 · 2314/00Source: “Assist disabled students in accessing facilities, such as toilets.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: This is hands-on personal help that only someone in the room can give.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Monitoring students in halls and canteens for orderly conduct
staying humanThis work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 70 · 2314/00Source: “Monitor students in halls and canteens for orderly conduct.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Keeping order in a hall or canteen means being physically there among the children.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 1/4.
Setting up and tidy classrooms for lessons
staying humanThis work happens in the physical world: and tidy classrooms, in a real place. Software cannot follow it there.
importance 70 · 2314/00Source: “Set up and tidy classrooms for lessons.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Arranging and clearing a classroom is physical work.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Supervising and monitoring students' use of tools and equipment
staying humanThis work happens in the physical world: students' use of tools, in a real place. Software cannot follow it there.
importance 70 · 2314/00Source: “Supervise and monitor students' use of tools and equipment.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Watching children handle tools and equipment safely requires an adult physically present in the room.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 1/4.
Overseeing bus loading and unloading as an administrative task
staying humanThis work happens in the physical world: bus, in a real place. Software cannot follow it there.
importance 60 · 2314/00Source: “Oversee bus loading and unloading as an administrative task.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Supervising pupils on and off a bus requires standing there watching.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
What this job pays, and how many people do it
- Median pay
- £45,900a year, before tax, the middle of the range, so half earn more and half earn less.ashe-t14, 2025 · ASHE 2025 provisional (reference April 2025)Provisional, because the ONS revises this figure in the autumn.
How we know this
Source: ashe-t14
Reference period: ASHE 2025 provisional (reference April 2025)
Rounding: Shown to the nearest £100. The exact published figure is in the downloadable dataset. We do not render pounds the survey cannot support.
- People doing this job
- 374,900in the UK, 2026.nomis-aps · Apr 2025-Mar 2026 (latest APS 12-month period)This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.
What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.
Why this is shifting
The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: students' work in, a record out. The rows above are exactly that shape: preparing and administering tests and assignments for students and maintaining accurate and completing student records. What it cannot do is be there in the room, and that is still where techniques get done. Which is why this page talks about your tasks changing, not your job ending.
Your move
Over a pint: what I’d tell you if you were my friend
Start with what does not change: adapting teaching techniques to the age and skill levels of students is the middle of this job, and the evidence on this page says it stays with a person.
So, given all that: 15% of this job's task weight sits in rows the software is already learning, 10% in rows that change shape rather than disappear, and 75% in rows it is nowhere near. That is the position, measured across 54 scored tasks. It is not a forecast about you.
So the thing worth your attention is not the job going away. It is the layer around it. Preparing and administering tests and assignments for students is the part turning into software, and being the person who understands that layer is worth money.
This week: one thing
Ask the one question. Find whoever is bringing new software into your workplace (the manager, the office, whoever runs the system) and ask them what it is meant to do to students' work, and what it is not meant to touch. Ten minutes, this week, before anyone decides it for you.
- What you end up holding
- a straight answer about what is actually being rolled out, and when
- How long it takes
- ten minutes
If there’s nobody obvious to ask, or you’d rather not ask your manager: Put the same question to your union rep, your shift lead or the person who has been there longest, in person, over a break. Same ten minutes, same answer, and you will usually get a straighter one. Write down what they say. The note is the artifact, and it tells you whether techniques are in scope or not. Nothing to log into, no licence needed.
Over the next 90 days
Get inside the tool rollout rather than waiting for it. Over the next ninety days, ask to be in the group that tests, checks or signs off whatever new system arrives near assessing, and marking students' work. It is usually an unglamorous seat that nobody fights for, and it is the one that decides how the software is used on your job rather than to it.
Over the next 12 months
On this evidence I would not retrain out of this job, and I will say that plainly rather than hedge it. The task list here is dominated by work that stays with a person. What I would do with a year is get formally recognised for the layer around it (the systems, the compliance, the planning), so you are the one who understands the software instead of the one it is done to. Before you pay for anything, spend an hour with National Careers Service. It is free and government-funded, and it is listed below with the rest of the free routes.
The roads out of here, and why I am not sending you down them
I looked at the obvious moves out of this job, and here is what I found.
I checked the 12 nearest UK occupations to primary education teaching professionals (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was early education and childcare practitioners: only about 18% of its durable work is work you already do and it pays 48.4% less. And on the numbers you do not need one. This job scores 27/100 here, with only 15% of the task list in the top band, and “adapt teaching techniques to the age and skill levels of students” is not work that hands over cleanly. None of them beats deepening what you already have.
How that was checked: this job was compared against all 412 UK occupations in this release on their official task statements, and the 12 nearest were examined one by one. A move that turns on an industry, an employer or a qualification rather than on the work itself will not show up in a check like that. And this release carries no licence register, so anything you are weighing needs that looked up separately.
3 moves I checked and rejected
These are the obvious-looking jumps. They are here with their reasons rather than quietly dropped, because the ones that fail are worth knowing about. It is one less thing to turn over at night.
Early education and childcare practitioners
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “provide materials and resources for children to explore and manipulate in learning activities”. Across the whole of both lists that adds up to about 18% of the work in that job the software is not taking.
Why I am not recommending it: You would be starting most of it from nothing: about 18% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on. It is a pay cut, in those words: £23,717 against your £45,939, 48.4% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Teaching assistants
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “set up and tidy classrooms for lessons”. Across the whole of both lists that adds up to about 16% of the work in that job the software is not taking.
Why I am not recommending it: You would be starting most of it from nothing: about 16% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on. It is a pay cut, in those words: £21,239 against your £45,939, 53.8% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Early education and childcare services proprietors
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “provide materials and resources for children to explore and manipulate in learning activities”. Across the whole of both lists that adds up to about 15% of the work in that job the software is not taking.
Why I am not recommending it: You would be starting most of it from nothing: about 15% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on. This release publishes no median pay for that job, so I cannot show you what the move costs or pays. I do not recommend a move I cannot price. And it is a narrow door: about 6,300 of those jobs against 374,900 of yours (ONS via Nomis), 2% as many seats.
What I’d stop worrying about
A friend tells you what not to spend fear on. This is that list.
The headline number you read somewhere
The big “X% of jobs” figures are about the whole economy, not about you. The number that describes your job is on this page: 15% of its task weight, across 54 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The headlines about your trade disappearing
They are usually about the technology, not the timetable. Changes to work like adapting teaching techniques to the age and skill levels of students arrive through rules, insurance and money, slowly and visibly. This page tracks the task evidence and will move when it moves.
Retraining out of a job that is holding up
On this evidence I would not spend money leaving. Spend it on the layer around the job instead: the tools, the paperwork, the planning. That is where the change actually is.
The “obvious” next job everyone suggests
I checked the obvious moves and most of them did not survive. The reasons are printed with the routes above, including the pay and the gate. A move that fails on the numbers is worth knowing about so you can stop turning it over at night.
You are reading the United Kingdom figures
The United States splits this work across more than one official group, of which Elementary School Teachers, Except Special Education is the closest. The pay and employment figures are not directly comparable, and we do not average them together.
Switch to the United States page →partial match
The other groups this work is counted across:
In US official statistics this job is counted as Elementary School Teachers, Except Special Education and Middle School Teachers, Except Special and Career/Technical Education. Pay is shown separately for each of those groups (medians cannot be averaged together), while the task list and the scores on this page are for this group only.
Your route through this
Where to go next, and what it costs
Free, and complete
The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.
In England:
A free hour with a government-funded careers adviser is worth more than another evening of reading. In England that's the National Careers Service.
Free, government-funded
In England:
National Careers Service - Find a course
Search what's actually running near you before you spend anything.
Free to search; individual courses vary
In England:
Free courses for jobs (Level 3 qualifications)
A free Level 3 qualification you already qualify for beats a paid course you don't need.
Free for eligible adults
In England:
Free, up to 16 weeks, and you get a job interview at the end. In England these are Skills Bootcamps - search what's running near you.
Free for eligible adults in England
In Scotland:
My World of Work (Skills Development Scotland)
In Scotland it's My World of Work, from Skills Development Scotland.
Free, publicly funded
In Wales:
In Wales it's Careers Wales.
Free, Welsh Government-funded
In Northern Ireland:
Careers Service Northern Ireland
In Northern Ireland it's the Careers Service on nidirect.
Free, Department for the Economy-funded
No Space for this job, but one for what is happening to it
Nothing Collab365 runs is built for primary school teacher, and we are not going to point you at the nearest one and call it a fit.
The working behind that
There is one that is not about a job title at all. The AI Authority is about being the person who directs these tools at work rather than the person they get compared to. That is worth saying here, because 15% of the work on this page is already inside what they can do.
7 days free, no card needed. Explore up to 2 Spaces before you choose a plan: you pick a plan later, not now.
The AI Authority is a general community about working with AI, not a course for primary school teacher. You do not need it to act on anything here: the moves above cost nothing and stand on their own. The data on this page is the same either way.
Noted, and thank you. We’ll email you if a Space for teachers launches. Nothing else.
That did not look like an email address, so nothing was saved. Have another go below.
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No deadline on any of this. The page will still be here, and the data is refreshed on a published schedule rather than when someone wants a headline.
Questions people ask about this job
- Will AI replace Primary education teaching professionals?
- Not as a job, but it is already doing parts of the work. Across the 54 official task statements scored for Primary education teaching professionals (United Kingdom, SOC 2314), 15% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 27 out of 100 (range 22–32, band: low). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.
- Which tasks in “Primary education teaching professionals” can AI already do?
- The highest-scoring tasks in release 2026-q4.1 are: “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of regions and schools” (83/100, very high); “Draft programme outlines to guide instructional sessions across various subjects” (83/100, very high); “Prepare and administer tests and assignments for students” (75/100, high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.
- Which tasks in “Primary education teaching professionals” stay human?
- About 75% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Oversee bus loading and unloading as an administrative task” (0/100, minimal); “Supervise and monitor students' use of tools and equipment” (0/100, minimal); “Set up and tidy classrooms for lessons” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.
- What should someone working in “Primary education teaching professionals” do about AI?
- Start from the ledger rather than the headline: 15% of this job's weighted core work is exposed, and roughly 75% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.
- How is the AI exposure score for Primary education teaching professionals calculated?
- Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 54 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.
Where these numbers come from
About the data on this page
- Provisional, because the ONS revises this figure in the autumn.
- This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.
- The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
- 22 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
- Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.
- Task statements
- gaisi-indexProcessing: catalogue-bridge → ssc-relatedness-weighting → task-scoring → score-aggregation
- Task weights
- gaisi-index (relatedness)
- Scores
- Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
- Pay and employment
- ashe-t14 (ASHE 2025 provisional (reference April 2025))nomis-aps (Apr 2025-Mar 2026 (latest APS 12-month period))
Figures on this page come from release 2026-q4.1, published 2026-08-05. Every release keeps its own permanent address, so a figure you cite in March is still there, unchanged, in November.
The plain-English wording on this page is assembled directly from the task statements and the published ratings, not written by hand for this occupation. That is why it is specific, and it is also why we say so.
The routes and free resources further up are today’s, not the release’s (last reviewed 2026-08-05). A route is an offer, not a historical fact, so it moves on its own clock.
Using these figures?
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Plain text
Collab365 (2026). Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1 (methodVersion 2.0.0, promptVersion task_scoring_v1.0). https://futureproof.collab365.com/data/2026-q4.1. Licensed CC BY 4.0. Built with O*NET data (USDOL/ETA, CC BY 4.0); ONS data (Open Government Licence v3.0); GAISI task framework (arXiv:2507.22748, MIT); BLS data (public domain).
BibTeX
@misc{collab365futureproof2026q41,
title = {Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1},
author = {{Collab365}},
year = {2026},
url = {https://futureproof.collab365.com/data/2026-q4.1},
note = {Release 2026-q4.1, methodVersion 2.0.0, promptVersion task_scoring_v1.0, CC BY 4.0}
}Data as of release 2026-q4.1, published . Releases never change after publication; when the figures move, a new dated release is published beside this one and this one stays exactly where it is.