Will AI replace Secondary education teaching professionals?

Not as a job, but it is already doing parts of the work. Across the 124 official task statements scored for Secondary education teaching professionals (United Kingdom, SOC 2313), 28% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 38 out of 100 (range 32–44, 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 “Secondary education teaching professionals” can AI already do?

The highest-scoring tasks in release 2026-q4.1 are: “Record grades for examinations, assignments, or papers” (93/100, very high); “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). 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 “Secondary education teaching professionals” stay human?

About 61% 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: “Perform routine maintenance on computer equipment used for educational instruction” (0/100, minimal); “Fix and maintain laboratory equipment to support chemistry experiments” (0/100, minimal); “Enforce laboratory safety rules” (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 “Secondary education teaching professionals” do about AI?

Start from the ledger rather than the headline: 28% of this job's weighted core work is exposed, and roughly 61% 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 Secondary 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 124 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.

UK dataswitch to US

Secondary education teaching professionals

developing chemistry exams to assess comprehension, recording grades for examinations, assignments or papers and preparing objectives and outlines for courses of study. 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 objectives and outlines for courses of study. That is a slice of tasks, not of you.

Your move: what you can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 28%
changing shape: 11%
staying human: 61%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

Whole-job exposure score 38 out of 100 (32–44 allowing for uncertainty): low exposure, across 124 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 secondary 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.

That slice is not coming back; the core of the job, enforcing procedures to maintain order among these pupils, stays yours. The tools change hands, the accountability doesn't.

Your week, as this page understands it

Secondary (and middle school deemed secondary), and sixth form education teaching professionals plan, organise and provide instruction in one or more subjects, including physical education and diversionary activities, within a prescribed curriculum. The job title says “secondary education teaching professionals”. The real job is the part underneath: enforcing procedures to maintain order among these pupils. 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 secondary education teaching professionals is not one task. It is 124 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is enforcing procedures to maintain order among these pupils, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 28%
changing shape: 11%
staying human: 61%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

How we know this

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.

Shifting to AI

44 tasks

Tasks 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.

Assigning class work and homework to students
This is reading one thing and writing another: class work in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Assign class work and homework to 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: Setting class work and homework suits AI well, provided the tasks match what the class has actually covered.
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 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 85 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.
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 80 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.
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 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.

Changing shape

11 tasks

Tasks 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 90 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/14, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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 85 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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 70 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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

69 tasks

Tasks 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.

Communicating learning objectives clearly to pupils to enhance understanding and engagement
The value here is that a specific person handles objectives and stands behind it. That is earned, not computed.
importance 85 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Communicate learning objectives clearly to pupils to enhance understanding and engagement.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (14–38 allowing for uncertainty): low exposure, low 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 word objectives clearly, but getting them across to a live class is done face to face.
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.
Discussing children's progress with parents and carers
The value here is that a specific person handles children's progress and stands behind it. That is earned, not computed.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/14, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Discuss children's progress with parents and carers.” (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; the value is that a specific person does it.
The rating behind it: Parents want a conversation with the teacher who knows their child, not a generated summary.
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 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 80 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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 114 tasks

Recording grades for examinations, assignments or papers
shifting to AI
This is reading one thing and writing another: grades in, a record out. That is the shape today's tools are built for.
importance 80 · 2313/02, 2313/06, 2313/08, 2313/10, 2313/11, 2313/12, 2313/14, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19
Source: “Record grades for examinations, assignments, or papers.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 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: Entering marks into a school system is straightforward data work that software does reliably.
The five ratings: output a model can produce 4/4 · 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.
Drafting programme outlines to guide instructional sessions across various subjects
shifting to AI
This is reading one thing and writing another: programme outlines in, a record out. That is the shape today's tools are built for.
importance 65 · 2313/01, 2313/02, 2313/03, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19
Source: “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 course materials, syllabuses, homework assignments and handouts
shifting to AI
This is reading one thing and writing another: course materials, syllabuses, homework assignments and handouts in, a record out. That is the shape today's tools are built for.
importance 80 · 2313/02, 2313/03, 2313/06, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/14, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19
Source: “Prepare course materials such as syllabuses, homework assignments, and handouts.” (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: Syllabuses, assignments and handouts draw on abundant published subject content AI works from easily.
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 lectures on molecular biology
shifting to AI
This is reading one thing and writing another: lectures in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/02
Source: “Prepare lectures on molecular biology, marine biology, and botany for undergraduate or postgraduate students.” (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: These biology topics are extensively documented, so AI produces good lecture material to refine.
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.
Developing handouts as teaching materials for various educational subjects
shifting to AI
This is reading one thing and writing another: handouts in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/03, 2313/06, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/14, 2313/15, 2313/16, 2313/17, 2313/19
Source: “Develop handouts as teaching materials for various educational 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: Handouts draw on well-documented subject content, which AI shapes into classroom-ready material.
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.
Developing syllabuses as teaching materials
shifting to AI
This is reading one thing and writing another: syllabuses in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/03, 2313/06, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/14, 2313/15, 2313/16, 2313/17, 2313/19
Source: “Develop syllabuses as teaching materials.” (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: Syllabuses follow published curriculum structures that AI assembles into a solid first version.
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.
Analysing and reporting on emerging trends in education and specific subject areas
shifting to AI
This is reading one thing and writing another: emerging trends in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/04
Source: “Analyse and report on emerging trends in education and specific subject areas.” (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: Tracking and summarising published education trends is something AI does quickly and 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 4/4.
Preparing lectures on urbanisation, environmental systems and cultural geography for undergraduate or postgraduate students
shifting to AI
This is reading one thing and writing another: lectures in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/08
Source: “Prepare lectures on urbanisation, environmental systems, and cultural geography for undergraduate or postgraduate students.” (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: Urbanisation and cultural geography are well documented, so AI produces good lecture material.
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.
Developing online courses for history education
shifting to AI
This is reading one thing and writing another: online courses in, a record out. That is the shape today's tools are built for.
importance 80 · 2313/09
Source: “Develop online courses for history education.” (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: Online history course content draws on abundant published material AI can build out.
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.
Maintaining course websites to ensure up-to-date content and functionality
shifting to AI
This is reading one thing and writing another: course websites in, a record out. That is the shape today's tools are built for.
importance 80 · 2313/09, 2313/10
Source: “Maintain course websites to ensure up-to-date content and functionality.” (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: Updating web content is routine digital work that AI handles 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 4/4.
Developing websites for educational courses to enhance learning
shifting to AI
This is reading one thing and writing another: websites in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/10
Source: “Develop websites for educational courses to enhance learning.” (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: Building a course website is well-documented technical work AI does competently.
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.
Planning, evaluating and revising curricula, course content and course materials and teaching methods
shifting to AI
This is reading one thing and writing another: curricula, course content and course materials in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/10, 2313/14, 2313/15, 2313/18
Source: “Plan, evaluate, and revise curricula, course content, and course materials and teaching methods.” (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: Curriculum and course materials are well covered in public sources AI can work from.
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.
Revising lesson plans to enhance learning
shifting to AI
This is reading one thing and writing another: lesson plans in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/10, 2313/14, 2313/15, 2313/18
Source: “Revise lesson plans to enhance learning.” (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: Rewriting lesson plans is document work AI handles 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.
Creating Web pages to support language teaching activities
shifting to AI
This is reading one thing and writing another: web pages in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/12
Source: “Create Web pages to support language teaching activities.” (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: Building teaching web pages is well-documented digital work AI does competently.
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.
Identifying effective teaching strategies to enhance pupil learning
shifting to AI
This is reading one thing and writing another: effective teaching strategies in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/14
Source: “Identify effective teaching strategies to enhance pupil learning.” (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: Teaching research is extensively published, so AI can summarise what works and why.
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.
Developing multimedia course materials and other current technology for educational purposes
shifting to AI
This is reading one thing and writing another: multimedia course materials in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/16
Source: “Develop multimedia course materials and other current technology for educational purposes.” (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: Producing course media draws on abundant published material and tools AI uses 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 4/4.
Preparing reports on pupils and activities as required by administration
shifting to AI
This is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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 AI
This is reading one thing and writing another: classroom equipment in, a record out. That is the shape today's tools are built for.
importance 65 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.
Preparing biology exams to evaluate student knowledge
shifting to AI
This is reading one thing and writing another: biology exams in, a record out. That is the shape today's tools are built for.
importance 80 · 2313/02
Source: “Prepare biology exams to evaluate student knowledge.” (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: Biology exam questions are quick for AI to draft, but must match what this class was taught.
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 student records
shifting to AI
This is reading one thing and writing another: student records in, a record out. That is the shape today's tools are built for.
importance 75 · 2313/02, 2313/06, 2313/08, 2313/10, 2313/11, 2313/12, 2313/14, 2313/15, 2313/17, 2313/18, 2313/19
Source: “Maintain student records.” (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 pupil records up to date is structured office work handled well by school systems.
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.
Developing chemistry exams to assess comprehension
shifting to AI
This is reading one thing and writing another: chemistry exams in, a record out. That is the shape today's tools are built for.
importance 95 · 2313/03
Source: “Develop chemistry exams to assess comprehension.” (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: Chemistry exam papers are quick for AI to draft, but must match this class's syllabus.
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.
Ordering selected books, materials and supplies for educational purposes
shifting to AI
This is reading one thing and writing another: selected books, materials and supplies in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/03
Source: “Order selected books, materials, and supplies for educational purposes.” (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: Placing orders against an agreed list is routine administrative 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.
Writing letters of recommendation for students
shifting to AI
This is reading one thing and writing another: letters of recommendation in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/03, 2313/07, 2313/12, 2313/16
Source: “Write letters of recommendation 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: A recommendation letter is easy to draft, but its value comes from the writer knowing the student.
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 economics exams to assess understanding
shifting to AI
This is reading one thing and writing another: economics exams in, a record out. That is the shape today's tools are built for.
importance 95 · 2313/06
Source: “Prepare economics exams to assess understanding.” (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: Economics exam papers are quick for AI to draft, but must match what the class covered.
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 appropriate curriculums or class structures for educational programmes
shifting to AI
This is reading one thing and writing another: appropriate curriculums in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/07
Source: “Select appropriate curriculums or class structures for educational programmes.” (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: Comparing curriculum options is a documented desk job AI supports, with the school deciding.
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.
Designing geography exams to evaluate knowledge
shifting to AI
This is reading one thing and writing another: geography exams in, a record out. That is the shape today's tools are built for.
importance 95 · 2313/08
Source: “Design geography exams to evaluate knowledge.” (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: Geography exam papers are quick for AI to draft, but must match what the class studied.
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.
Developing history exams to assess comprehension
shifting to AI
This is reading one thing and writing another: history exams in, a record out. That is the shape today's tools are built for.
importance 95 · 2313/09
Source: “Develop history exams to assess comprehension.” (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: History exam papers are quick for AI to draft, but must match what the class was taught.
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 maths exams to evaluate skills
shifting to AI
This is reading one thing and writing another: maths exams in, a record out. That is the shape today's tools are built for.
importance 95 · 2313/11
Source: “Prepare maths exams to evaluate skills.” (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: Maths exam papers are quick for AI to draft, but must match what the class was taught.
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.
Organising class timetables for mathematics sessions
shifting to AI
This is reading one thing and writing another: class timetables in, a record out. That is the shape today's tools are built for.
importance 85 · 2313/11
Source: “Organise class timetables for mathematics sessions.” (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: Timetabling is a scheduling puzzle software already solves, given the school's constraints.
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.
Creating language exams to assess proficiency
shifting to AI
This is reading one thing and writing another: language exams in, a record out. That is the shape today's tools are built for.
importance 95 · 2313/12
Source: “Create language exams to assess proficiency.” (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: Language exam papers are quick for AI to draft, but must match the class's level and course.
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.
Creating PE exams to assess skills
shifting to AI
This is reading one thing and writing another: PE exams in, a record out. That is the shape today's tools are built for.
importance 90 · 2313/14
Source: “Create PE exams to assess skills.” (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: The assessment paperwork drafts quickly, though it must match the practical skills taught.
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.
Designing physics exams to evaluate understanding
shifting to AI
This is reading one thing and writing another: physics exams in, a record out. That is the shape today's tools are built for.
importance 90 · 2313/15
Source: “Design physics exams to evaluate understanding.” (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: Physics exam papers are quick for AI to draft, but must match what the class was taught.
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.
Developing psychology exams to assess knowledge
shifting to AI
This is reading one thing and writing another: psychology exams in, a record out. That is the shape today's tools are built for.
importance 90 · 2313/16
Source: “Develop psychology exams to assess knowledge.” (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: Psychology exam papers are quick for AI to draft, but must match the course content.
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 RE exams to evaluate understanding
shifting to AI
This is reading one thing and writing another: RE exams in, a record out. That is the shape today's tools are built for.
importance 90 · 2313/17
Source: “Prepare RE exams to evaluate understanding.” (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: Religious education exam papers draft quickly, but must match what the class studied.
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.
Creating science exams to assess comprehension
shifting to AI
This is reading one thing and writing another: science exams in, a record out. That is the shape today's tools are built for.
importance 95 · 2313/18
Source: “Create science exams to assess comprehension.” (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: Science exam papers are quick for AI to draft, but must match what the class was taught.
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.
Designing sociology exams to evaluate knowledge
shifting to AI
This is reading one thing and writing another: sociology exams in, a record out. That is the shape today's tools are built for.
importance 95 · 2313/19
Source: “Design sociology exams to evaluate knowledge.” (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: Sociology exam papers are quick for AI to draft, but must match the course content.
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 attendance records for educational or organisational purposes
shifting to AI
This is reading one thing and writing another: attendance records in, a record out. That is the shape today's tools are built for.
importance 70 · 2313/02, 2313/06, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/14, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19
Source: “Maintain attendance records for educational or organisational purposes.” (UK task statement)
How this row was scored
Exposure score: 69 out of 100 (62–76 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: Registers are digital and largely automatic, though someone still sees who is actually present.
The five ratings: output a model can produce 4/4 · 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.
Updating attendance records for accurate record-keeping
shifting to AI
This is reading one thing and writing another: attendance records in, a record out. That is the shape today's tools are built for.
importance 80 · 2313/14
Source: “Update attendance records for accurate record-keeping.” (UK task statement)
How this row was scored
Exposure score: 69 out of 100 (62–76 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: Register updates are simple data entry that school systems handle almost automatically.
The five ratings: output a model can produce 4/4 · 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.
Writing short stories, novels, biographies, articles, analyses and essays in fiction or non-fiction prose
shifting to AI
It is the same call made over and over on short stories, novels, biographies, articles, analyses and essays, with a right answer to check it against. That is what a model is trained on.
importance 60 · 2313/07
Source: “Write short stories, novels, biographies, articles, analyses, and essays in fiction or non-fiction prose.” (UK task statement)
How this row was scored
Exposure score: 65 out of 100 (58–72 allowing for uncertainty): high 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 produces competent prose, but original literary work still needs heavy rewriting by the author.
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 0/4 · how much data exists 4/4.
Completing required grade-related paperwork with supervisors
shifting to AI
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 70 · 2313/01, 2313/02, 2313/03, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.
Assessing manuscripts for suitability and quality for publication in books and professional journals
changing shape
The software now makes the first pass at manuscripts, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 50 · 2313/07
Source: “Assess manuscripts for suitability and quality for publication in books and professional journals.” (UK task statement)
How this row was scored
Exposure score: 58 out of 100 (51–65 allowing for uncertainty): partial 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 summarise and critique a manuscript, but judging what will work for readers stays human.
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 0/4 · how much data exists 3/4.
Maintaining inventory of classroom equipment
changing shape
The 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 65 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.
Marking examinations and assessments
changing shape
The software now makes the first pass at examinations, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2313/02, 2313/03, 2313/06, 2313/08, 2313/09, 2313/11, 2313/12, 2313/14, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19
Source: “Mark examinations and assessments.” (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: Marking against a published mark scheme suits AI well, though scripts are often handwritten on paper.
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.
Selecting and obtaining materials and supplies
changing shape
The software now makes the first pass at materials, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 75 · 2313/03, 2313/06, 2313/14, 2313/18, 2313/19
Source: “Select and obtain materials and supplies, such as textbooks and laboratory equipment.” (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: Comparing textbooks and equipment against course needs and budget is documented selection work.
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.
Setting and marking assignments
changing shape
The 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 85 · 2313/14
Source: “Set and mark assignments.” (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: Setting and marking written work suits AI, though much pupil work is still on paper.
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.
Referring qualified counselees to employment services for job placement
changing shape
The software now makes the first pass at qualified counselees, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 60 · 2313/04
Source: “Refer qualified counselees to employment services for job placement.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (46–60 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; the value is that a specific person does it.
The rating behind it: Matching someone to the right service is largely a documented, rule-based job.
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 2/4 · how much data exists 3/4.
Keeping abreast of developments in the field by reading current literature
changing shape
The software now makes the first pass at abreast of developments, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2313/11, 2313/14
Source: “Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.” (UK task statement)
How this row was scored
Exposure score: 41 out of 100 (31–51 allowing for uncertainty): partial exposure, medium confidence, and it moved between repeat runs, so the range is widened.
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 summarize new literature quickly, but conferences and colleague conversations still carry part of it.
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 4/4.
Organising work and studying programmes for clients
changing shape
The software now makes the first pass at work, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 60 · 2313/12
Source: “Organise work and study programmes for clients.” (UK task statement)
How this row was scored
Exposure score: 40 out of 100 (33–47 allowing for uncertainty): partial 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: Structuring a study programme is desk work, though it has to fit the individual person.
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 2/4 · how much data exists 3/4.
Evaluating primary school programmes in collaboration with other teachers and administrators
staying human
The ratings behind this row put primary school programmes well outside what today's tools can do on their own.
importance 70 · 2313/08, 2313/15
Source: “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.
Supervising research activities to develop new physical education methods
staying human
The ratings behind this row put research activities well outside what today's tools can do on their own.
importance 70 · 2313/14
Source: “Supervise research activities to develop new physical education methods.” (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 supports the analysis, but overseeing a research project remains a person's judgement.
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.
Identifying parents' educational priorities for their children
staying human
The value here is that a specific person handles parents' educational priorities and stands behind it. That is earned, not computed.
importance 60 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Identify parents' educational priorities for their children.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 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: Finding out what parents want for their child comes from talking with them directly.
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 2/4 · how much data exists 2/4.
Teaching classes using online technology
staying human
The value here is that a specific person handles classes and stands behind it. That is earned, not computed.
importance 70 · 2313/07, 2313/09
Source: “Teach classes using online technology.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 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: Online lessons remove the travel, but delivering a secondary curriculum to a class still needs a qualified teacher.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Administering standardised ability and achievement tests
staying human
This work happens in the physical world: standardised ability, in a real place. Software cannot follow it there.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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: 33 out of 100 (26–40 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: Interpreting test results suits software well; running the test session needs someone in the room.
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 0/4 · how much data exists 3/4.
Advising students on academic and career choices
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 70 · 2313/14
Source: “Advise students on academic and career choices.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (28–36 allowing for uncertainty): low exposure, high 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: Good advice on choices rests on knowing the pupil and being someone they trust.
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 3/4.
Discussing individual students' progress with other teachers
staying human
The value here is that a specific person handles individual students' progress and stands behind it. That is earned, not computed.
importance 70 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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 human
The value here is that a specific person handles committees and stands behind it. That is earned, not computed.
importance 60 · 2313/01, 2313/02, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/16, 2313/17, 2313/19, 2313/20
Source: “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.
Facilitating student employment placements in relevant industries
staying human
The value here is that a specific person handles student employment placements and stands behind it. That is earned, not computed.
importance 70 · 2313/04
Source: “Facilitate student employment placements in relevant industries.” (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: Placements come from relationships with local employers that people build and maintain.
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.
Recruiting, training and supervising department personnel, such as faculty and student writing tutors
staying human
The value here is that a specific person handles department personnel and stands behind it. That is earned, not computed.
importance 60 · 2313/07
Source: “Recruit, train, and supervise department personnel, such as faculty and student writing tutors.” (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: Hiring and developing staff runs on face-to-face judgement and working relationships.
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.
Collaborating with learning mentors, teachers and external professionals to support educational objectives
staying human
The value here is that a specific person handles learning mentors, teachers and external professionals and stands behind it. That is earned, not computed.
importance 80 · 2313/14
Source: “Collaborate with learning mentors, teachers, and external professionals to support educational objectives.” (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: Joint support for a pupil depends on the professionals sharing what each has seen.
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.
Participating in committees and boards to contribute to departmental governance
staying human
The value here is that a specific person handles committees and stands behind it. That is earned, not computed.
importance 50 · 2313/14
Source: “Participate in committees and boards to contribute to departmental governance.” (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: Governance work is people meeting and deciding things 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 human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.
Engaging in continuous professional development to maintain or improve knowledge and skills
staying human
The ratings behind this row put continuous professional development well outside what today's tools can do on their own.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.
Preparing and implementing remedial programmes for students requiring extra help
staying human
The value here is that a specific person handles remedial programmes and stands behind it. That is earned, not computed.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Prepare and implement remedial programmes for students requiring extra help.” (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: The catch-up plan can be drafted by AI; delivering it to a struggling pupil takes a teacher.
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.
Resolving academic problems to improve student performance
staying human
The value here is that a specific person handles academic problems and stands behind it. That is earned, not computed.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Resolve academic problems to improve student performance.” (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: Working out what is going wrong for a pupil relies on knowing them and talking it through.
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.
Enforcing academic policies to ensure educational standards
staying human
The value here is that a specific person handles academic policies and stands behind it. That is earned, not computed.
importance 70 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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: AI can check work against policy, but applying that policy to pupils happens in school.
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.
Using audio-visual aids and technologies to present information interactively
staying human
This work happens in the physical world: audio-visual aids, in a real place. Software cannot follow it there.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Use audio-visual aids and technologies to present information interactively.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 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: AI makes the slides and resources, but presenting them interactively happens in the classroom.
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 4/4.
Preparing and giving lectures to undergraduate or postgraduate students on topics
staying human
This work happens in the physical world: lectures, in a real place. Software cannot follow it there.
importance 85 · 2313/07
Source: “Prepare and give lectures to undergraduate or postgraduate students on topics such as poetry, novel structure, and translation and adaptation.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 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: AI writes strong material on poetry and the novel, but delivering the lecture happens 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 1/4 · how much data exists 4/4.
Conducting staff performance appraisals
staying human
The value here is that a specific person handles staff performance appraisals and stands behind it. That is earned, not computed.
importance 50 · 2313/07, 2313/11
Source: “Conduct staff performance appraisals.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 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: An appraisal is a candid conversation between two people who work 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 3/4 · how much data exists 3/4.
Organising sporting events for educational engagement
staying human
This work happens in the physical world: events, in a real place. Software cannot follow it there.
importance 90 · 2313/14
Source: “Organise sporting events for educational engagement.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 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: The admin automates well; running the event on the day needs staff present.
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 1/4 · how much data exists 3/4.
Preparing and delivering lectures on ethics
staying human
This work happens in the physical world: lectures, in a real place. Software cannot follow it there.
importance 90 · 2313/17
Source: “Prepare and deliver lectures on ethics, logic, and contemporary religious thought to undergraduate or postgraduate students and the community.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 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: AI writes strong material on ethics and logic, but delivering the lecture happens 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 1/4 · how much data exists 4/4.
Preparing and giving lectures to undergraduate or postgraduate students on topics
staying human
This work happens in the physical world: lectures, in a real place. Software cannot follow it there.
importance 95 · 2313/19
Source: “Prepare and give lectures to undergraduate or postgraduate students on topics such as race and ethnic relations, gender studies, and cross-cultural perspectives.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 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: AI writes strong material on these social topics, but delivering the lecture happens 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 1/4 · how much data exists 4/4.
Organising and overseeing field trips and guest visits to promote experiential learning
staying human
This work happens in the physical world: field trips, in a real place. Software cannot follow it there.
importance 80 · 2313/01, 2313/02, 2313/03, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Organise and oversee field trips and guest visits to promote experiential learning.” (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: The planning and paperwork can be automated; supervising pupils on the trip itself cannot.
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.
Engaging in professional societies to contribute to field advancements
staying human
The value here is that a specific person handles professional societies and stands behind it. That is earned, not computed.
importance 70 · 2313/03
Source: “Engage in professional societies to contribute to field advancements.” (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; the value is that a specific person does it.
The rating behind it: Taking part in a professional body means the teacher turning up and contributing personally.
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 2/4 · how much data exists 3/4.
Developing and implementing training strategies for sports teams to enhance performance
staying human
This work happens in the physical world: strategies, in a real place. Software cannot follow it there.
importance 95 · 2313/14
Source: “Develop and implement training strategies for sports teams to enhance performance.” (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: The training plan can be drafted, but coaching a team happens on the pitch.
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.
Planning and overseeing class projects
staying human
This work happens in the physical world: class projects, in a real place. Software cannot follow it there.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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: AI helps plan these activities, but guiding pupils through them happens 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 work-experience programmes in businesses
staying human
This work happens in the physical world: work-experience programmes, in a real place. Software cannot follow it there.
importance 80 · 2313/04
Source: “Plan and oversee work-experience programmes in businesses, industrial shops, and school laboratories.” (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: The planning and paperwork automate; visiting placements and supervising pupils does 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.
Collaborating with colleagues to address teaching and research issues
staying human
The value here is that a specific person handles colleagues and stands behind it. That is earned, not computed.
importance 75 · 2313/06, 2313/14, 2313/15, 2313/18
Source: “Collaborate with colleagues to address teaching and research issues.” (UK task statement)
How this row was scored
Exposure score: 17 out of 100 (7–27 allowing for uncertainty): minimal exposure, medium confidence, and it moved between repeat runs, so the range is widened.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Working through teaching and research problems with colleagues happens in real conversations.
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 2/4 · how much data exists 2/4.
Planning or conducting activities for an instructional programme that balances demonstration
staying human
This work happens in the physical world: activities, in a real place. Software cannot follow it there.
importance 80 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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: 15 out of 100 (8–22 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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Planning the session is straightforward for AI, but running it with learners needs a teacher present.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Guiding students in learning from these experiential activities
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 75 · 2313/04
Source: “Guide students in learning from these experiential activities.” (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: the same decision, made over and over; 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: Drawing out what pupils learned from an activity happens in conversation with them.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Supporting students who require additional assistance with their coursework outside of lessons
staying human
This work happens in the physical world: students who require additional assistance, in a real place. Software cannot follow it there.
importance 65 · 2313/02, 2313/07
Source: “Support students who require additional assistance with their coursework outside of lessons.” (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; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: One-to-one catch-up support works because the pupil trusts the person helping them.
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 3/4 · how much data exists 3/4.
Encouraging students to explore learning opportunities to prepare for later years
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Encourage students to explore learning opportunities to prepare for later years.” (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 value is that a specific person does it.
The rating behind it: Encouragement lands because it comes from a teacher the pupil already knows and respects.
The five ratings: output a model can produce 1/4 · 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.
Encouraging students to persevere with challenging tasks to prepare for later years
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Encourage students to persevere with challenging tasks to prepare for later years.” (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 value is that a specific person does it.
The rating behind it: Persuading a pupil to keep going with hard work depends on a personal relationship, not written advice.
The five ratings: output a model can produce 1/4 · 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.
Operating equipment, computers or audio-visual aids to supplement presentations
staying human
This work happens in the physical world: equipment, computers or audio-visual aids, in a real place. Software cannot follow it there.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (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: Presentation content is easy to generate, but the equipment is operated by someone in the classroom.
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 1/4 · how much data exists 4/4.
Adapting teaching techniques to the age and skill levels of students
staying human
This work happens in the physical world: techniques, in a real place. Software cannot follow it there.
importance 85 · 2313/01, 2313/02, 2313/03, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Adapt teaching techniques to the age and skill levels of students.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Reading a class and changing approach on the spot depends on being in the room with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Supervising undergraduate teaching activities in a subject area to facilitate effective learning
staying human
This work happens in the physical world: undergraduate teaching activities, in a real place. Software cannot follow it there.
importance 70 · 2313/02, 2313/06, 2313/08, 2313/09, 2313/10, 2313/11
Source: “Supervise undergraduate teaching activities in a subject area to facilitate effective learning.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Overseeing other people's teaching means watching sessions and coaching staff in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Teaching students individually and in groups
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 85 · 2313/04
Source: “Teach students individually and in groups, adapting teaching methods to their needs and interests.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (7–15 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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Teaching a class happens in the room, with a qualified teacher reading and responding to pupils.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Teaching students in job-specific knowledge and skills using lectures and discussions
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 75 · 2313/04
Source: “Teach students in job-specific knowledge and skills using lectures and discussions.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (7–15 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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Delivering lessons and running discussion needs a qualified teacher in the room.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Conducting discussions to enhance students' competence
staying human
This work happens in the physical world: discussions, in a real place. Software cannot follow it there.
importance 85 · 2313/06, 2313/08, 2313/10, 2313/12, 2313/14, 2313/15, 2313/17, 2313/18, 2313/19
Source: “Conduct discussions to enhance students' competence.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Running a classroom discussion depends on a teacher present and responding to pupils.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Teaching in subjects like English and maths through lectures
staying human
This work happens in the physical world: subjects like english, in a real place. Software cannot follow it there.
importance 60 · 2313/07, 2313/08, 2313/11, 2313/15, 2313/20
Source: “Teach in subjects like English and maths through lectures, discussions, and demonstrations.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (7–15 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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Classroom teaching in these subjects needs a qualified teacher in the room with the pupils.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Delivering history courses to educate students on historical events
staying human
This work happens in the physical world: history courses, in a real place. Software cannot follow it there.
importance 95 · 2313/09
Source: “Deliver history courses to educate students on historical events.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (7–15 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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Delivering a history course happens in the room with a qualified teacher.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Coordinating and supervising student societies
staying human
This work happens in the physical world: student societies, in a real place. Software cannot follow it there.
importance 60 · 2313/14
Source: “Coordinate and supervise student societies.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 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: Student societies are supported by a member of staff who is present and involved.
The five ratings: output a model can produce 1/4 · 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 2/4.
Participating in campus and community events
staying human
This work happens in the physical world: campus, in a real place. Software cannot follow it there.
importance 60 · 2313/02
Source: “Participate in campus and community events, such as giving presentations to the public.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 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: Speaking at a public event means turning up and holding 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 2/4 · how much data exists 3/4.
Maintaining geographic information systems laboratories
staying human
This work happens in the physical world: geographic information systems laboratories, in a real place. Software cannot follow it there.
importance 60 · 2313/08
Source: “Maintain geographic information systems laboratories.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (6–14 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: Keeping a mapping laboratory running means hands on the machines.
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 3/4.
Providing assistive devices to facilitate disabled students' access to curriculum
staying human
This work happens in the physical world: assistive devices, in a real place. Software cannot follow it there.
importance 60 · 2313/01, 2313/02, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/18, 2313/19, 2313/20
Source: “Provide assistive devices to facilitate disabled students' access to curriculum.” (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: mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: The right aid can be researched, but fitting and issuing it happens in person.
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 1/4 · how much data exists 2/4.
Assisting in school libraries as part of administrative duties
staying human
This work happens in the physical world: school libraries, in a real place. Software cannot follow it there.
importance 50 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/15
Source: “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.
Developing links with local groups and organisations
staying human
This work happens in the physical world: links, in a real place. Software cannot follow it there.
importance 60 · 2313/09
Source: “Develop links with local groups and organisations.” (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: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Local partnerships are built through people meeting each other and building trust.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Observing and evaluating children's performance
staying human
This work happens in the physical world: children's performance, in a real place. Software cannot follow it there.
importance 70 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Observe and evaluate children's performance, behaviour, social development, and physical health.” (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 rating behind it: Noticing how a child is developing day to day depends on watching them in person.
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 1/4 · how much data exists 2/4.
Planning and running coaching sessions to develop students' sports abilities
staying human
This work happens in the physical world: sessions, in a real place. Software cannot follow it there.
importance 95 · 2313/14
Source: “Plan and run coaching sessions to develop students' sports abilities.” (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: 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: Running a coaching session means being there demonstrating and correcting technique.
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 3/4.
Sponsoring extracurricular activities, clubs, student organisations and academic contests
staying human
This work happens in the physical world: extracurricular activities, clubs, student organisations and academic contests, in a real place. Software cannot follow it there.
importance 70 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “Sponsor extracurricular activities including clubs, student organisations, and academic contests.” (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: Running a club or contest after school means being there with the pupils.
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.
Providing students with course-related experiences
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 75 · 2313/02
Source: “Provide students with course-related experiences, such as field trips, outside the classroom.” (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: A trip only happens with a teacher out there alongside the pupils.
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.
Attending performing arts events to enrich cultural and literary understanding
staying human
This work happens in the physical world: arts events, in a real place. Software cannot follow it there.
importance 60 · 2313/07
Source: “Attend performing arts events to enrich cultural and literary understanding.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (0–12 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 rating behind it: Going to a performance is something the teacher does in person.
The five ratings: output a model can produce 0/4 · 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.
Teaching physical activities to pupils of varying abilities
staying human
This work happens in the physical world: physical activities, in a real place. Software cannot follow it there.
importance 95 · 2313/14
Source: “Teach physical activities to pupils of varying abilities.” (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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: PE teaching is demonstration and supervision in the hall or out on the field.
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 3/4.
Maintaining regular office hours to meet with students
staying human
This work happens in the physical world: regular office hours, in a real place. Software cannot follow it there.
importance 70 · 2313/06, 2313/08, 2313/14, 2313/15
Source: “Maintain regular office hours to meet with students.” (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; the value is that a specific person does it.
The rating behind it: Being available in person for students who drop in is the whole point of the task.
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.
Supervising and monitoring students' use of tools and equipment
staying human
This work happens in the physical world: students' use of tools, in a real place. Software cannot follow it there.
importance 75 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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: Supervising pupils using workshop or laboratory equipment requires an adult physically watching them.
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.
Enforcing procedures to maintain order among these pupils
staying human
This work happens in the physical world: procedures, in a real place. Software cannot follow it there.
importance 70 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Keeping order in a classroom needs an adult physically present with the pupils.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 2/4 · 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 human
This work happens in the physical world: classrooms, in a real place. Software cannot follow it there.
importance 70 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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.
Assisting disabled students in accessing facilities
staying human
This work happens in the physical world: disabled students, in a real place. Software cannot follow it there.
importance 60 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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 human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 60 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11, 2313/12, 2313/13, 2313/15, 2313/16, 2313/17, 2313/18, 2313/19, 2313/20
Source: “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: Supervising pupils at break requires an adult physically there.
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 2/4.
Overseeing bus loading and unloading as an administrative task
staying human
This work happens in the physical world: bus, in a real place. Software cannot follow it there.
importance 50 · 2313/01, 2313/02, 2313/03, 2313/04, 2313/05, 2313/06, 2313/07, 2313/08, 2313/09, 2313/10, 2313/11
Source: “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.
Preparing laboratory equipment and chemicals for educational lessons
staying human
This work happens in the physical world: laboratory equipment, in a real place. Software cannot follow it there.
importance 75 · 2313/02
Source: “Prepare laboratory equipment and chemicals for educational 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: Setting out apparatus and chemicals is hands-on work at the laboratory bench.
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.
Maintaining and repairing laboratory equipment
staying human
This work happens in the physical world: laboratory equipment, in a real place. Software cannot follow it there.
importance 70 · 2313/02
Source: “Maintain and repair laboratory 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: Repairing apparatus needs hands and tools on the equipment itself.
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.
Enforcing laboratory safety rules
staying human
This work happens in the physical world: laboratory safety rules, in a real place. Software cannot follow it there.
importance 95 · 2313/03
Source: “Enforce laboratory safety rules.” (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: Laboratory safety depends on an adult watching what pupils are doing at the bench.
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 2/4.
Fixing and maintaining laboratory equipment to support chemistry experiments
staying human
This work happens in the physical world: laboratory equipment, in a real place. Software cannot follow it there.
importance 85 · 2313/03
Source: “Fix and maintain laboratory equipment to support chemistry experiments.” (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: Fixing laboratory equipment requires hands on the apparatus.
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.
Performing routine maintenance on computer equipment used for educational instruction
staying human
This work happens in the physical world: routine maintenance, in a real place. Software cannot follow it there.
importance 85 · 2313/10
Source: “Perform routine maintenance on computer equipment used for educational instruction.” (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: the same decision, made over and over; work that happens in the physical world.
The rating behind it: Maintaining computer hardware means physically working on the machines.
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 3/4.

What this job pays, and how many people do it

Median pay: £47,600a 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: 504,100in 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: class work in, a record out. The rows above are exactly that shape: preparing objectives and outlines for courses of study and assigning class work and homework to students. What it cannot do is be answerable: procedures need a named person the rules will accept, and software cannot be that person. 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

Your week is splitting in two, and which half fills it is the whole question. Preparing objectives and outlines for courses of study is going; enforcing procedures to maintain order among these pupils is not.

So, given all that: 28% of this job's task weight sits in rows the software is already learning, 11% in rows that change shape rather than disappear, and 61% in rows it is nowhere near. That is the position, measured across 124 scored tasks. It is not a forecast about you.

The occupation is an average and you are not, so the first job below is finding out where your own week actually sits.

This week: one thing

Print the task ledger above and put your own hours next to each row. Roughly, in pen, in one sitting. Then look at which group your hours actually pile up in. Twenty minutes, this week.

What you end up holding: your own week, on one page, sorted into what is shifting and what is not
How long it takes: about twenty minutes

If printing it isn’t practical: Read the rows off this page and write the same list on the back of an envelope. Same twenty minutes, same page, and it works just as well said out loud to someone who knows the job. The point is your hours next to the rows, not the paper it is on.

Over the next 90 days

Volunteer toward the durable end, visibly. Over the next ninety days put your hand up for the work in the bottom group (enforcing procedures to maintain order among these pupils) and let people see you doing it. Not a new project: the same job, with your mix deliberately tilted. The point is that when the rota or the reorganisation comes, the version of you people picture is the one doing the part that stays.

Over the next 12 months

Claim a specialism at the durable end and let the other end go. Over a year, deliberately become the person who handles enforcing procedures to maintain order among these pupils, and deliberately stop being the first choice for the rows in the top group. That trade costs something, because the exposed work is often the comfortable work. Decide it on purpose rather than by drift. 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 secondary education teaching professionals (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was teaching assistants: only about 0% of its durable work is work you already do and it pays 55.4% less. And on the numbers you do not need one. This job scores 38/100 here, with only 28% of the task list in the top band, and “assess and Mark students' work” 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.

Teaching assistants
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already assign class work and homework to students, and their equivalent is to distribute tests and homework assignments to students. Across both published task lists that is about 0% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 0% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £21,239 against your £47,632, 55.4% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Teaching professionals n.e.c.
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already adapt teaching techniques to the age and skill levels of students, and their equivalent is to teach students individually and in groups, adapting teaching methods to their needs and…. Across both published task lists that is about 0% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 0% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £34,396 against your £47,632, 27.8% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Special and additional needs education teaching professionals
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “communicate learning objectives clearly to pupils to enhance understanding and engagement”. Across the whole of both lists that adds up to about 0% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 0% of the durable side of that job. That is a different job, not a next step. And it is a narrow door: about 125,400 of those jobs against 504,100 of yours (ONS via Nomis), 25% as many seats.
Look at that job’s page anyway →

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: 28% of its task weight, across 124 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The whole-job doom story
Nothing on this page says this job ends. It says the mix inside it moves. Half the rows above are unchanged or changing shape, and the plan is about which half your week sits in. That is a very different problem, and a solvable one.
Panic-buying a course
Do the twenty-minute sorting exercise first. Most people who buy a course before they have done it buy the wrong one, and the free services listed below will tell you the same thing without charging for it.
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 Secondary School Teachers, Except Special and Career/Technical 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

In US official statistics this job is counted as Secondary School Teachers, Except Special and Career/Technical Education. Pay and employment stay on this page’s own group; the task list and the scores do not cross over.

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:
National Careers Service
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
- Discover your skills and careers (the skills assessment)
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:
Skills Bootcamps
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
- Skills Bootcamps - what they are and who can do them (DfE, Skills for Careers)
- Skills Bootcamps - JobHelp (DWP)
In Scotland:
My World of Work (Skills Development Scotland)
In Scotland it's My World of Work, from Skills Development Scotland.
Free, publicly funded
- Skills Development Scotland
In Wales:
Careers 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 secondary education teaching professionals, and we are not going to point you at the nearest one and call it a fit.

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 28% of the work on this page is already inside what they can do.

Try The AI Authority free →

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 secondary education teaching professionals. 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 secondary education teaching professionals launches. Nothing else.

That did not look like an email address, so nothing was saved. Have another go below.

We could not save that. The fault is ours, not yours, and your address was not stored. Please try again later.

No Space for secondary education teaching professionals yet. Should there be one?

Collab365 Spaces is built by the same people as this site. We find the problems that AI and automation are creating inside one kind of work, then solve them as short courses, briefings and Blueprints. Each Space is the community too, so the research and the people doing your job are in the same place.

What a Space actually is, in full

Collab365 launches new communities where the need is real. If one for secondary education teaching professionals existed, with researched problems, courses and people in the same boat, would you want in?

Your email

We use your email address for one thing: to tell you if a Space for secondary education teaching professionals launches. We never sell it, never use it for unrelated marketing, and every email has a one-click unsubscribe. Our privacy policy has the full version.

This unlocks nothing. Every figure, every row and every step on this page is already yours, whether you fill this in or not.

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 Secondary education teaching professionals?: Not as a job, but it is already doing parts of the work. Across the 124 official task statements scored for Secondary education teaching professionals (United Kingdom, SOC 2313), 28% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 38 out of 100 (range 32–44, 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 “Secondary education teaching professionals” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Record grades for examinations, assignments, or papers” (93/100, very high); “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). 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 “Secondary education teaching professionals” stay human?: About 61% 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: “Perform routine maintenance on computer equipment used for educational instruction” (0/100, minimal); “Fix and maintain laboratory equipment to support chemistry experiments” (0/100, minimal); “Enforce laboratory safety rules” (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 “Secondary education teaching professionals” do about AI?: Start from the ledger rather than the headline: 28% of this job's weighted core work is exposed, and roughly 61% 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 Secondary 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 124 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.
2 tasks scored differently between repeat runs, so their range on this page is wider. We would rather show the wobble than hide it.
One row is marked low confidence, so treat it as a ballpark rather than a fine measurement.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
7 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.

How we score a job Download this release Look up another job

Using these figures?

Cite this

Everything on this site is published under CC BY 4.0. Quote it, chart it, sell something built on it. Just say where it came from, and cite the dated release rather than the site, so the figure you quote stays checkable.

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}
}

Permalink

https://futureproof.collab365.com/data/2026-q4.1

Data as of release 2026-q4.1, published 2026-08-05. 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.