Will AI replace Teaching professionals n.e.c.?

Not as a job, but it is already doing parts of the work. Across the 166 official task statements scored for Teaching professionals n.e.c. (United Kingdom, SOC 2319), 31% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 39 out of 100 (range 33–45, 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 “Teaching professionals n.e.c.” can AI already do?

The highest-scoring tasks in release 2026-q4.1 are: “Record enrolment transactions to manage class attendance” (93/100, very high); “Record grades for examinations, assignments, or papers” (93/100, very high); “Enter students for examinations” (93/100, 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 “Teaching professionals n.e.c.” stay human?

About 57% 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: “Invigilate examinations” (0/100, minimal); “Attend events and fairs to engage with prospective students” (0/100, minimal); “Supervise and monitor students' use of tools and equipment” (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 “Teaching professionals n.e.c.” do about AI?

Start from the ledger rather than the headline: 31% of this job's weighted core work is exposed, and roughly 57% 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 Teaching professionals n.e.c. 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 166 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

Teaching professionals n.e.c.

assessing students' progress, advising students with adjustment or academic problems and overseeing and guiding teaching assistants to enhance adult learning experiences. 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: assigning class work and homework to students. That is a slice of tasks, not of you.

Your move: what a teaching professionals n.e.c. can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 31%
changing shape: 12%
staying human: 57%

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

Whole-job exposure score 39 out of 100 (33–45 allowing for uncertainty): low exposure, across 166 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 teaching professionals n.e.c. 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, assessing pupils' work in educational and instructional settings, stays yours. New tools, same person answering for it.

Your week, as this page understands it

Job holders in this unit group perform a variety of other teaching occupations not elsewhere classified in minor group 231: Teaching and educational professionals. The job title says “teaching professionals n.e.c.”. The real job is the part underneath: assessing pupils' work in educational and instructional settings. 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 teaching professionals n.e.c. is not one task. It is 166 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is assessing pupils' work in educational and instructional settings, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 31%
changing shape: 12%
staying human: 57%

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

52 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.

Organising and planning individual tutoring sessions for students
This is reading one thing and writing another: individual tutoring sessions in, a record out. That is the shape today's tools are built for.
importance 85 · 2319/01, 2319/04
Source: “Organise and plan individual tutoring sessions for students.” (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: Arranging and planning tutoring sessions is scheduling and preparation that software 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 1/4 · how much data exists 3/4.
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 · 2319/01, 2319/03
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.
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 80 · 2319/01, 2319/03
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.
Writing reports on pupil progress
This is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 75 · 2319/03, 2319/04
Source: “Write reports on pupil progress.” (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 a progress report from marks and notes is drafting 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.

Changing shape

22 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.

Selecting and obtaining materials and supplies
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 60 · 2319/01, 2319/02, 2319/03
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.
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 · 2319/01, 2319/03
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.
Assisting in the management of dance schools
The software now makes the first pass at the management of dance schools, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2319/02
Source: “Assist in the management of dance schools.” (UK task statement)
How this row was scored
Exposure score: 43 out of 100 (36–50 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; mistakes that are cheap to catch.
The rating behind it: Running the office side of a dance school is admin work software can take on.
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 2/4.

Staying human

92 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.

Assessing pupils' work in educational and instructional settings
This work happens in the physical world: pupils' work, in a real place. Software cannot follow it there.
importance 85 · 2319/01, 2319/03, 2319/04
Source: “Assess pupils' work in educational and instructional settings.” (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: Judging how a pupil is doing means sitting alongside them while they drive and watching what they do.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Teaching students individually and in groups
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 85 · 2319/01, 2319/03
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: 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: Materials for individuals and groups generate quickly, but the teaching itself is done in the room.
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.
Adapting teaching techniques to the age and skill levels of students
This work happens in the physical world: techniques, in a real place. Software cannot follow it there.
importance 85 · 2319/01, 2319/03
Source: “Adapt teaching techniques to the age and skill levels of students.” (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: Software can suggest how to pitch material, but the adjusting happens live while teaching.
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.

Show the other 156 tasks

Recording enrolment transactions to manage class attendance
shifting to AI
This is reading one thing and writing another: enrolment transactions in, a record out. That is the shape today's tools are built for.
importance 60 · 2319/01
Source: “Record enrolment transactions to manage class attendance.” (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: Recording enrolments and attendance is straightforward data entry for a system.
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.
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 60 · 2319/02
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.
Entering students for examinations
shifting to AI
This is reading one thing and writing another: students in, a record out. That is the shape today's tools are built for.
importance 75 · 2319/03
Source: “Enter students for examinations.” (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 pupils for exams is an administrative process already handled through online systems.
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.
Designing quizzes as part of teaching materials
shifting to AI
This is reading one thing and writing another: quizzes in, a record out. That is the shape today's tools are built for.
importance 70 · 2319/04
Source: “Design quizzes as part of teaching materials.” (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: Writing quiz questions from course material is one of the fastest things AI does.
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.
Preparing objectives and outlines for courses of study
shifting to AI
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 · 2319/01
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.
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 75 · 2319/01, 2319/03
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.
Planning publicity campaigns to promote educational courses
shifting to AI
This is reading one thing and writing another: publicity campaigns in, a record out. That is the shape today's tools are built for.
importance 60 · 2319/01
Source: “Plan publicity campaigns to promote educational courses.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (76–90 allowing for uncertainty): very 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: Planning and writing publicity is one of the things AI does most readily.
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 75 · 2319/02
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.
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 70 · 2319/02
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.
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 70 · 2319/02
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.
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 65 · 2319/02
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.
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 60 · 2319/02, 2319/04
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.
Compiling bibliographies of specialised materials for outside reading assignments
shifting to AI
This is reading one thing and writing another: bibliographies of specialised materials in, a record out. That is the shape today's tools are built for.
importance 50 · 2319/02
Source: “Compile bibliographies of specialised materials for outside reading assignments.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (76–90 allowing for uncertainty): very 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: Software builds reading lists quickly from published literature, though every reference needs checking that it exists.
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 lesson plans to structure practical training sessions
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 80 · 2319/03
Source: “Develop lesson plans to structure practical training sessions.” (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: Writing a structured plan for a training session is document work software drafts to a usable standard.
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 study materials for teaching or training
shifting to AI
This is reading one thing and writing another: study materials in, a record out. That is the shape today's tools are built for.
importance 85 · 2319/04
Source: “Create study materials for teaching or training.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (76–90 allowing for uncertainty): very 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: Software writes teaching handouts and slides well, though academics still tailor them to their own module.
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 up-to-date knowledge of curriculum content and qualification frameworks for subject tuition
shifting to AI
This is reading one thing and writing another: up-to-date knowledge of curriculum content in, a record out. That is the shape today's tools are built for.
importance 85 · 2319/04
Source: “Maintain up-to-date knowledge of curriculum content and qualification frameworks for subject tuition.” (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 qualification documents are published openly and easy to search and summarise.
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 engaging courses and learning materials tailored to students' needs
shifting to AI
This is reading one thing and writing another: courses in, a record out. That is the shape today's tools are built for.
importance 80 · 2319/04
Source: “Create engaging courses and learning materials tailored to students' needs.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (76–90 allowing for uncertainty): very 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: Producing course content and learning materials is among AI's strongest uses.
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.
Researching textbooks and software to complement tutoring
shifting to AI
This is reading one thing and writing another: textbooks in, a record out. That is the shape today's tools are built for.
importance 70 · 2319/04
Source: “Research textbooks and software to complement tutoring.” (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: Comparing textbooks and software is research across published material, which AI does 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 records of pupils' school performance to ensure confidentiality
shifting to AI
This is reading one thing and writing another: records of pupils' school performance in, a record out. That is the shape today's tools are built for.
importance 70 · 2319/01, 2319/04
Source: “Maintain records of pupils' school performance to ensure confidentiality.” (UK task statement)
How this row was scored
Exposure score: 81 out of 100 (77–85 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: Keeping pupil records securely is data handling that systems already do, under data protection rules.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Enroling new students according to standards and procedures
shifting to AI
This is reading one thing and writing another: new students in, a record out. That is the shape today's tools are built for.
importance 60 · 2319/01
Source: “Enrol new students according to standards and procedures.” (UK task statement)
How this row was scored
Exposure score: 79 out of 100 (75–83 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: Enrolment follows a set process and is already handled by online systems.
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 1/4 · how much data exists 3/4.
Scheduling adult education programmes for learners
shifting to AI
This is reading one thing and writing another: adult education programmes in, a record out. That is the shape today's tools are built for.
importance 60 · 2319/01
Source: “Schedule adult education programmes for learners.” (UK task statement)
How this row was scored
Exposure score: 79 out of 100 (72–86 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: Fitting courses to rooms, tutors and terms is a timetabling problem software solves well.
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 1/4 · how much data exists 3/4.
Scheduling individual music lessons for students
shifting to AI
This is reading one thing and writing another: individual music lessons in, a record out. That is the shape today's tools are built for.
importance 75 · 2319/03
Source: “Schedule individual music lessons for students.” (UK task statement)
How this row was scored
Exposure score: 79 out of 100 (75–83 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: Booking lessons around pupils' availability is routine scheduling.
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 1/4 · how much data exists 3/4.
Developing exams to evaluate adult learners' progress
shifting to AI
This is reading one thing and writing another: exams in, a record out. That is the shape today's tools are built for.
importance 80 · 2319/01
Source: “Develop exams to evaluate adult learners' progress.” (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 exam questions from a syllabus is drafting work AI is good at, though someone checks fairness.
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 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 80 · 2319/01
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.
Developing recommendations for course revision
shifting to AI
This is reading one thing and writing another: recommendations in, a record out. That is the shape today's tools are built for.
importance 75 · 2319/01, 2319/03
Source: “Develop recommendations for course revision, development, or discontinuation based on evaluations.” (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: Turning course evaluations into recommendations is analysis and writing that software does from the feedback data.
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.
Reviewing instructional content and methods to assess strengths and weaknesses
shifting to AI
This is reading one thing and writing another: instructional content in, a record out. That is the shape today's tools are built for.
importance 75 · 2319/01, 2319/03
Source: “Review instructional content and methods to assess strengths and weaknesses.” (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: Reviewing training material for what works and what does not is a reading-and-writing job software does capably.
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 60 · 2319/01, 2319/03
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.
Selecting class times to ensure maximum attendance
shifting to AI
This is reading one thing and writing another: class times in, a record out. That is the shape today's tools are built for.
importance 60 · 2319/01
Source: “Select class times to ensure maximum attendance.” (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: Picking times that suit most learners is a pattern in the booking data that software can find.
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 65 · 2319/02, 2319/04
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 individual lesson plans tailored to pupils' needs
shifting to AI
This is reading one thing and writing another: individual lesson plans in, a record out. That is the shape today's tools are built for.
importance 85 · 2319/03
Source: “Develop individual lesson plans tailored to pupils' needs.” (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: Lesson planning is one of the tasks teachers already use AI for most successfully.
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 knowledge of materials and repertoire for students at different stages of musical development
shifting to AI
This is reading one thing and writing another: knowledge of materials in, a record out. That is the shape today's tools are built for.
importance 85 · 2319/03
Source: “Develop knowledge of materials and repertoire for students at different stages of musical development.” (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: Finding suitable repertoire and materials is research AI can do quickly across published catalogues.
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 comprehensive schemes of work for educational programmes
shifting to AI
This is reading one thing and writing another: comprehensive schemes of work in, a record out. That is the shape today's tools are built for.
importance 75 · 2319/03
Source: “Create comprehensive schemes of work 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: Writing a scheme of work from a syllabus is planning and drafting 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 3/4.
Ensuring adequate insurance cover for professional activities
shifting to AI
This is reading one thing and writing another: adequate insurance cover in, a record out. That is the shape today's tools are built for.
importance 60 · 2319/03
Source: “Ensure adequate insurance cover for professional activities.” (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 and arranging insurance cover is a research and paperwork task.
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.
Monitoring students' academic performance
shifting to AI
This is reading one thing and writing another: students' academic performance in, a record out. That is the shape today's tools are built for.
importance 80 · 2319/04
Source: “Monitor students' academic performance.” (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: Tracking marks and progress over time is exactly what school data systems do.
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 tutoring workshops and collaborative projects for small student groups
shifting to AI
This is reading one thing and writing another: workshops in, a record out. That is the shape today's tools are built for.
importance 70 · 2319/04
Source: “Prepare tutoring workshops and collaborative projects for small student groups.” (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: Designing workshops and group projects is planning and drafting work 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 3/4.
Managing marketing efforts to attract new students
shifting to AI
This is reading one thing and writing another: efforts in, a record out. That is the shape today's tools are built for.
importance 60 · 2319/03
Source: “Manage marketing efforts to attract new students.” (UK task statement)
How this row was scored
Exposure score: 70 out of 100 (63–77 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: Marketing copy and campaigns are among the things AI produces most readily.
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 4/4.
Moderating forums by overseeing member communications
shifting to AI
This is reading one thing and writing another: forums in, a record out. That is the shape today's tools are built for.
importance 50 · 2319/04
Source: “Moderate forums by overseeing member communications, deciding on appropriate content, and guiding conversations.” (UK task statement)
How this row was scored
Exposure score: 70 out of 100 (63–77 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: Content moderation is already largely done by automated systems, with people handling the hard cases.
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 4/4.
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 55 · 2319/02
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.
Marking academic or diagnostic assessments to determine outcomes
shifting to AI
This is reading one thing and writing another: academic in, a record out. That is the shape today's tools are built for.
importance 70 · 2319/04
Source: “Mark academic or diagnostic assessments to determine outcomes.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (59–73 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: Marking assessments is largely automatable, though results that count are checked by someone accountable.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Designing learning plans to suit the needs and abilities of students
shifting to AI
This is reading one thing and writing another: plans in, a record out. That is the shape today's tools are built for.
importance 85 · 2319/01
Source: “Design learning plans to suit the needs and abilities of students.” (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: Drawing up a learning plan is planning and writing, which AI does well from what is known about the learner.
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.
Carrying out performance assessments to determine the skills gap between current and desirable learner skill levels
shifting to AI
This is reading one thing and writing another: performance assessments in, a record out. That is the shape today's tools are built for.
importance 80 · 2319/01
Source: “Carry out performance assessments to determine the skills gap between current and desirable learner skill levels.” (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: Comparing current skills against a target is an assessment task AI can structure and score.
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.
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 60 · 2319/01
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 students' academic work to determine their understanding
shifting to AI
This is reading one thing and writing another: students' academic work in, a record out. That is the shape today's tools are built for.
importance 70 · 2319/02
Source: “Assess students' academic work to determine their understanding.” (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: Marking written work and judging understanding is something AI already does to a usable standard.
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.
Reviewing students' essays to evaluate understanding and expression of ideas
shifting to AI
This is reading one thing and writing another: students' essays in, a record out. That is the shape today's tools are built for.
importance 60 · 2319/02
Source: “Review students' essays to evaluate understanding and expression of ideas.” (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: Reading essays and judging understanding is work AI now does to a usable standard.
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 students' progress
shifting to AI
This is reading one thing and writing another: students' progress in, a record out. That is the shape today's tools are built for.
importance 90 · 2319/04
Source: “Assess students' progress.” (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: Tracking and judging progress from marks and work is something 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 1/4 · how much data exists 3/4.
Assessing students' abilities
shifting to AI
This is reading one thing and writing another: students' abilities in, a record out. That is the shape today's tools are built for.
importance 85 · 2319/04
Source: “Assess students' abilities.” (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: Assessing what a student can do is testing and marking, which AI handles to a usable standard.
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.
Providing information on students' progress
shifting to AI
This is reading one thing and writing another: information in, a record out. That is the shape today's tools are built for.
importance 75 · 2319/04
Source: “Provide information on students' progress.” (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: Reporting on progress is drafting from records, which 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 1/4 · how much data exists 3/4.
Coordinating financial arrangements directly or through an agency
shifting to AI
This is reading one thing and writing another: financial arrangements in, a record out. That is the shape today's tools are built for.
importance 55 · 2319/04
Source: “Coordinate financial arrangements directly or through an agency.” (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: Invoicing and payment arrangements are routine admin that software handles.
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.
Preparing and submitting grant proposals to solicit programme funding
changing shape
The software now makes the first pass at grant proposals, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 50 · 2319/01
Source: “Prepare and submit grant proposals to solicit programme funding.” (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 draft a funding bid, but a convincing one needs tailoring to the funder and real programme detail.
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.
Selecting music, sound effects or spoken narrative to accompany a dance
changing shape
The software now makes the first pass at music, sound effects or spoken narrative, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2319/02
Source: “Select music, sound effects, or spoken narrative to accompany a dance.” (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: Music can be searched and suggested by software, but the final artistic choice is a judgement call.
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.
Issuing marks based on adult learners' exam performance
changing shape
The software now makes the first pass at marks, but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 80 · 2319/01
Source: “Issue marks based on adult learners' exam performance.” (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; someone qualified has to answer for it.
The rating behind it: Marking can be automated, though marks that count are expected to come from a qualified assessor.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Assessing, and marking students' work
changing shape
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 80 · 2319/02
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.
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 75 · 2319/02
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.
Identifying and developing intervention strategies
changing shape
The software now makes the first pass at intervention strategies, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2319/04
Source: “Identify and develop intervention strategies, tutoring plans, or individualised education plans (IEPs) 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: Support plans follow a well-known format AI can draft, with a responsible person agreeing the final plan.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Updating parents on their children's progress regularly
changing shape
The software now makes the first pass at parents, 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 70 · 2319/04
Source: “Update parents on their children's progress regularly.” (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: Progress updates can be drafted automatically, though parents value hearing them from the teacher.
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.
Providing video tutorials as an online tutor
changing shape
The software now makes the first pass at video tutorials, 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 50 · 2319/04
Source: “Provide video tutorials as an online tutor.” (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: Video tutorials can now be produced automatically, though many learners prefer a real tutor on screen.
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.
Developing exams to evaluate performance skills
changing shape
The software now makes the first pass at exams, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 75 · 2319/02
Source: “Develop exams to evaluate performance skills.” (UK task statement)
How this row was scored
Exposure score: 50 out of 100 (43–57 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: mistakes that are cheap to catch.
The rating behind it: Assessing performance skill relies on criteria that are largely held in the teacher's head.
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 2/4.
Keeping notes and sketches to record influences
changing shape
The software now makes the first pass at notes, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 50 · 2319/02
Source: “Keep notes and sketches to record influences.” (UK task statement)
How this row was scored
Exposure score: 50 out of 100 (38–62 allowing for uncertainty): partial exposure, low confidence.
Why it sits in this group: mistakes that are cheap to catch.
The rating behind it: Personal notes and sketches record private impressions rather than anything written for a computer.
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 2/4.
Establishing rules for behaviour for responsible pupils
changing shape
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 80 · 2319/01
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.
Utilising worksheets and specific computer packages for educational purposes
changing shape
The software now makes the first pass at worksheets, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2319/01
Source: “Utilise worksheets and specific computer packages for educational purposes.” (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: Worksheets and software can be produced automatically, though using them with a class needs a teacher.
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.
Overseeing administrative duties to ensure smooth operation of a small business
changing shape
The software now makes the first pass at administrative duties, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 2319/03
Source: “Oversee administrative duties to ensure smooth operation of a small business.” (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: Small business admin is largely bookkeeping and scheduling that software handles.
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.
Providing information, guidance and preparation for the General Certificate of Secondary Education, GCSE) examination
changing shape
The software now makes the first pass at information, guidance and preparation, 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 · 2319/01
Source: “Provide information, guidance, and preparation for the General Certificate of Secondary Education (GCSE) examination.” (UK task statement)
How this row was scored
Exposure score: 43 out of 100 (36–50 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: GCSE content and past papers are published openly, but preparing a particular pupil still involves a teacher.
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 2/4 · how much data exists 4/4.
Discussing text and work through problems with students to review class material
changing shape
The software now makes the first pass at text, 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 85 · 2319/04
Source: “Discuss text and work through problems with students to review class material.” (UK task statement)
How this row was scored
Exposure score: 43 out of 100 (36–50 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: Talking through problems and texts is close to what AI tutors already do, though many pupils still need a 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 2/4 · how much data exists 4/4.
Teaching pupils note-taking skills
changing shape
The software now makes the first pass at pupils note-taking skills, 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 85 · 2319/04
Source: “Teach pupils note-taking skills.” (UK task statement)
How this row was scored
Exposure score: 43 out of 100 (36–50 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: Note-taking methods are well documented, though pupils learn them by practising with a teacher.
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 2/4 · how much data exists 4/4.
Teaching pupils study skills
changing shape
The software now makes the first pass at pupils study skills, 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 80 · 2319/04
Source: “Teach pupils study skills.” (UK task statement)
How this row was scored
Exposure score: 43 out of 100 (36–50 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: Study skills are well documented, though pupils usually need someone to practise them with.
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 2/4 · how much data exists 4/4.
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 65 · 2319/02
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.
Colding call potential new clients
changing shape
The software now makes the first pass at call potential new clients, 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 50 · 2319/03
Source: “Cold call potential new 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: Software can find prospects and write the script, but a cold call still lands or fails on the person answering.
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.
Developing instructional programmes in collaboration with other teachers and professionals
staying human
The value here is that a specific person handles instructional programmes and stands behind it. That is earned, not computed.
importance 80 · 2319/01
Source: “Develop instructional programmes in collaboration with other teachers and professionals.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low 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: Course content can be drafted quickly, but agreeing it with other teachers is people 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 2/4 · how much data exists 3/4.
Recruiting students through various outreach methods
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 50 · 2319/01, 2319/03
Source: “Recruit students through various outreach methods.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low 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: Outreach material writes itself easily, but signing learners up depends on personal contact.
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 2/4 · how much data exists 3/4.
Assisting in student recruitment, enrolment and placement activities
staying human
The value here is that a specific person handles student recruitment, enrolment and placement activities and stands behind it. That is earned, not computed.
importance 65 · 2319/02
Source: “Assist in student recruitment, enrolment, and placement activities.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low 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: Enrolment admin follows set steps software handles, though applicants often want to speak to someone.
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 2/4 · how much data exists 3/4.
Providing constructive feedback to enhance learners' skills
staying human
The value here is that a specific person handles constructive feedback and stands behind it. That is earned, not computed.
importance 80 · 2319/04
Source: “Provide constructive feedback to enhance learners' skills.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low 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: Feedback can be drafted automatically, but it lands better when a trusted teacher gives it.
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 2/4 · how much data exists 3/4.
Providing students with information, advice and guidance to support their progression and learning
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 2319/04
Source: “Provide students with information, advice, and guidance to support their progression and learning.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low 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: Guidance information is well documented, though pupils act on it when someone they trust explains it.
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 2/4 · how much data exists 3/4.
Reviewing worksheets and other assignments with students to reinforce learning
staying human
The value here is that a specific person handles worksheets and stands behind it. That is earned, not computed.
importance 75 · 2319/04
Source: “Review worksheets and other assignments with students to reinforce learning.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low 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: Going through work with a pupil is partly automatable, but the discussion is what makes it stick.
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 2/4 · how much data exists 3/4.
Consulting with other staff members to plan and schedule lessons promoting learning
staying human
The ratings behind this row put other staff members well outside what today's tools can do on their own.
importance 80 · 2319/01
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.
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 80 · 2319/01, 2319/02
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.
Ensuring compliance with safety and child protection regulations
staying human
The rules require a named, qualified person to answer for compliance, and that person cannot be a piece of software.
importance 70 · 2319/03, 2319/04
Source: “Ensure compliance with safety and child protection regulations.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (25–39 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: The rules are published, but child protection duties rest on named people who are answerable for them.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 0/4 · 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 75 · 2319/01, 2319/03
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 70 · 2319/01
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.
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 55 · 2319/02
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.
Assessing barriers to students' study progress
staying human
The value here is that a specific person handles barriers and stands behind it. That is earned, not computed.
importance 80 · 2319/04
Source: “Assess barriers to students' study progress.” (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: Working out what is holding a pupil back usually means noticing things they will not write down.
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.
Communicating pupils' progress to parents and teachers in person
staying human
The value here is that a specific person handles pupils' progress and stands behind it. That is earned, not computed.
importance 75 · 2319/04
Source: “Communicate pupils' progress to parents and teachers in person, by phone, or by email.” (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: Progress updates can be drafted automatically, but parents expect them from someone who knows their child.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Assessing student progress in collaboration with counsellors
staying human
The value here is that a specific person handles student progress and stands behind it. That is earned, not computed.
importance 70 · 2319/04
Source: “Assess student progress in collaboration with counsellors.” (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: Judging progress alongside counsellors is a discussion about a particular young person.
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.
Operating a private tutoring business
staying human
The value here is that a specific person handles a private tutoring business and stands behind it. That is earned, not computed.
importance 60 · 2319/04
Source: “Operate a private tutoring business, either full-time or as an additional source of income.” (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: Running a tutoring business is part admin, part winning and keeping pupils through personal contact.
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 · 2319/01
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.
Overseeing and guiding teaching assistants to enhance adult learning experiences
staying human
The value here is that a specific person handles assistants and stands behind it. That is earned, not computed.
importance 80 · 2319/01
Source: “Oversee and guide teaching assistants to enhance adult learning experiences.” (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 value is that a specific person does it.
The rating behind it: Guiding assistants day to day depends on someone they work alongside.
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 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 · 2319/01, 2319/03
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.
Coordinating student training with government and community group leaders
staying human
The value here is that a specific person handles student and stands behind it. That is earned, not computed.
importance 50 · 2319/01
Source: “Coordinate student training with government and community group leaders.” (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 value is that a specific person does it.
The rating behind it: Working with community and government contacts depends on relationships built between people.
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 2/4.
Supporting activists in educational initiatives
staying human
The value here is that a specific person handles activists and stands behind it. That is earned, not computed.
importance 50 · 2319/01
Source: “Support activists in educational initiatives.” (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 value is that a specific person does it.
The rating behind it: Supporting people in an initiative is mostly encouragement and contact rather than producing documents.
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 2/4.
Organising performance groups
staying human
The value here is that a specific person handles performance groups and stands behind it. That is earned, not computed.
importance 70 · 2319/02
Source: “Organise performance groups.” (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 value is that a specific person does it.
The rating behind it: Putting a performance group together depends on knowing and persuading the people in 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 2/4 · how much data exists 2/4.
Developing production scores in collaboration with music editors
staying human
The value here is that a specific person handles production scores and stands behind it. That is earned, not computed.
importance 50 · 2319/02
Source: “Develop production scores in collaboration with music editors.” (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 value is that a specific person does it.
The rating behind it: Building a production score is creative work settled in conversation with music editors.
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 2/4.
Assisting students in using recording and music technology
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 85 · 2319/03
Source: “Assist students in using recording and music technology.” (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; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Recording software is well documented, but helping someone use it usually means sitting beside them.
The five ratings: output a model can produce 3/4 · 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.
Negotiating time and accommodation slots for school-based music lessons
staying human
The value here is that a specific person handles time and stands behind it. That is earned, not computed.
importance 55 · 2319/03
Source: “Negotiate time and accommodation slots for school-based music lessons.” (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 value is that a specific person does it.
The rating behind it: Getting a slot in a school's timetable comes down to negotiating with the people who control 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 2/4 · how much data exists 2/4.
Conducting research within own field of expertise
staying human
The ratings behind this row put research within own field of expertise well outside what today's tools can do on their own.
importance 60 · 2319/02
Source: “Conduct research within own field of expertise.” (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 five ratings behind the score, with no single dominant reason.
The rating behind it: Original research produces new knowledge, and software gives starting points that specialists have to rework heavily.
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 0/4 · how much data exists 2/4.
Recording dance movements and technical aspects based on choreography patterns
staying human
This work happens in the physical world: dance movements, in a real place. Software cannot follow it there.
importance 75 · 2319/02
Source: “Record dance movements and technical aspects based on choreography patterns.” (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: mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Writing down movement uses specialist notation that is barely represented in the material AI learns from.
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 0/4 · how much data exists 1/4.
Building relationships with schools to explore work opportunities
staying human
The value here is that a specific person handles relationships and stands behind it. That is earned, not computed.
importance 60 · 2319/03
Source: “Build relationships with schools to explore work opportunities.” (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 value is that a specific person does it.
The rating behind it: Winning work from a school depends on trust built with the people there.
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 2/4.
Determining student needs in collaboration with students
staying human
The value here is that a specific person handles student needs and stands behind it. That is earned, not computed.
importance 75 · 2319/04
Source: “Determine student needs in collaboration with students, parents, and teachers.” (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 value is that a specific person does it.
The rating behind it: Agreeing what a pupil needs is a conversation between the pupil, parents and teachers.
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 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 · 2319/01, 2319/03
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: 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: Session plans draft quickly, but running the activity with learners still needs a person there.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Preparing and implementing remedial programmes for students requiring extra help
staying human
This work happens in the physical world: remedial programmes, in a real place. Software cannot follow it there.
importance 80 · 2319/01, 2319/03
Source: “Prepare and implement remedial programmes for students requiring extra help.” (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: Extra-help plans and materials draft easily, but delivering them to a learner is done in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 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 · 2319/01, 2319/03
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: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Planning trips and projects is mostly paperwork, but running them means being with the group.
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.
Raising community awareness about educational options through workshops and seminars
staying human
This work happens in the physical world: community awareness, in a real place. Software cannot follow it there.
importance 50 · 2319/01
Source: “Raise community awareness about educational options through workshops and seminars.” (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: Running a workshop means being in front of a group of people.
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.
Adhering to health and safety requirements in the workplace
staying human
This work happens in the physical world: health, in a real place. Software cannot follow it there.
importance 70 · 2319/03
Source: “Adhere to health and safety requirements in the workplace.” (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 rating behind it: Safety rules are documented, but following them is something a person does in the workplace.
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 0/4 · how much data exists 3/4.
Preparing pupils for qualifications and external exams
staying human
This work happens in the physical world: pupils, in a real place. Software cannot follow it there.
importance 90 · 2319/04
Source: “Prepare pupils for qualifications and external exams.” (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: Exam preparation is well documented, but keeping a pupil on track happens in live sessions.
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.
Designing lighting and costumes for productions in collaboration with cast members
staying human
This work happens in the physical world: costumes, in a real place. Software cannot follow it there.
importance 70 · 2319/02
Source: “Design lighting and costumes for productions in collaboration with cast members.” (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: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Designs can be drafted, but they are settled through fittings and conversations with the cast.
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 2/4.
Organising school choirs, orchestras, bands and musical performances
staying human
This work happens in the physical world: school choirs, orchestras, bands and musical performances, in a real place. Software cannot follow it there.
importance 85 · 2319/03
Source: “Organise school choirs, orchestras, bands and musical performances.” (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: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Putting a choir or band together depends on rehearsing with real people.
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 2/4.
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 70 · 2319/02
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.
Delivering individual teaching sessions
staying human
This work happens in the physical world: individual teaching sessions, in a real place. Software cannot follow it there.
importance 85 · 2319/01
Source: “Deliver individual teaching sessions.” (UK task statement)
How this row was scored
Exposure score: 16 out of 100 (9–23 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 teaching works because a tutor reads and responds to the learner in the moment.
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 3/4 · 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 75 · 2319/02
Source: “Conduct discussions to enhance students' competence.” (UK task statement)
How this row was scored
Exposure score: 16 out of 100 (9–23 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: Good questions can be generated, but the discussion that moves a learner on happens between people.
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 3/4 · how much data exists 3/4.
Providing individual tutoring and mentoring to encourage learning
staying human
This work happens in the physical world: individual, in a real place. Software cannot follow it there.
importance 90 · 2319/04
Source: “Provide individual tutoring and mentoring to encourage learning.” (UK task statement)
How this row was scored
Exposure score: 16 out of 100 (9–23 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: Tutoring and mentoring work because a young person trusts the adult in front of them.
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 3/4 · how much data exists 3/4.
Providing a professional tutoring service tailored to individual learning needs
staying human
This work happens in the physical world: a professional tutoring service, in a real place. Software cannot follow it there.
importance 85 · 2319/04
Source: “Provide a professional tutoring service tailored to individual learning needs.” (UK task statement)
How this row was scored
Exposure score: 16 out of 100 (9–23 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: A tutoring service is bought and kept because of the relationship with the tutor.
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 3/4 · how much data exists 3/4.
Providing private tuition to improve academic performance
staying human
This work happens in the physical world: private tuition, in a real place. Software cannot follow it there.
importance 85 · 2319/04
Source: “Provide private tuition to improve academic performance.” (UK task statement)
How this row was scored
Exposure score: 16 out of 100 (9–23 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: Private tuition depends on a pupil trusting and staying engaged with a particular tutor.
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 3/4 · how much data exists 3/4.
Providing tuition that is appropriate for the individual's needs and study level
staying human
This work happens in the physical world: tuition, in a real place. Software cannot follow it there.
importance 80 · 2319/04
Source: “Provide tuition that is appropriate for the individual's needs and study level.” (UK task statement)
How this row was scored
Exposure score: 16 out of 100 (9–23 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: Pitching teaching to one person's needs depends on reading them in the session.
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 3/4 · how much data exists 3/4.
Seeking informal feedback from dancers on steps and placements
staying human
This work happens in the physical world: informal feedback, in a real place. Software cannot follow it there.
importance 75 · 2319/02
Source: “Seek informal feedback from dancers on steps and placements.” (UK task statement)
How this row was scored
Exposure score: 15 out of 100 (8–22 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Asking dancers how a step feels is a conversation that happens in the studio.
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 1/4.
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 70 · 2319/01, 2319/03
Source: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (UK task statement)
How this row was scored
Exposure score: 14 out of 100 (7–21 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: The content is easy to generate, but someone has to be present operating the equipment.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Using audio-visual aids and technologies to present information interactively
staying human
This work happens in the physical world: audio-visual aids, in a real place. Software cannot follow it there.
importance 70 · 2319/01, 2319/03
Source: “Use audio-visual aids and technologies to present information interactively.” (UK task statement)
How this row was scored
Exposure score: 14 out of 100 (7–21 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Interactive materials are easy to produce, but using them with a class 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 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Providing students with positive feedback to encourage them and help them develop an appreciation for physical education
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 60 · 2319/04
Source: “Provide students with positive feedback to encourage them and help them develop an appreciation for physical education.” (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: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Encouragement works because it comes from someone the pupil knows and respects.
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 3/4 · how much data exists 2/4.
Developing creative ideas for dance routines
staying human
This work happens in the physical world: creative ideas, in a real place. Software cannot follow it there.
importance 85 · 2319/02
Source: “Develop creative ideas for dance routines.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Dance ideas are worked out through movement in the studio, not written down for a computer to learn from.
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 0/4 · how much data exists 1/4.
Studying story lines to translate ideas into dance movements
staying human
This work happens in the physical world: story lines, in a real place. Software cannot follow it there.
importance 85 · 2319/02
Source: “Study story lines to translate ideas into dance movements.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Turning a story into movement is creative work that lives in the studio rather than in documents.
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 0/4 · how much data exists 1/4.
Overseeing staffing and supervisory responsibilities within the department
staying human
The value here is that a specific person handles supervisory responsibilities within the department and stands behind it. That is earned, not computed.
importance 60 · 2319/02
Source: “Oversee staffing and supervisory responsibilities within the department.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 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: Line-managing academic staff depends on knowing colleagues and holding difficult 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 3/4 · how much data exists 2/4.
Observing and evaluating pupils' performance
staying human
This work happens in the physical world: pupils' performance, in a real place. Software cannot follow it there.
importance 80 · 2319/01, 2319/03
Source: “Observe and evaluate pupils' performance.” (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: Watching a learner perform and judging it happens in the vehicle alongside them.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
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 60 · 2319/02
Source: “Maintain regular office hours to meet with 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: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Being available to meet learners at set times means a person being there, in the room or online.
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.
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 55 · 2319/02
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.
Evaluating instructors' teaching performance
staying human
This work happens in the physical world: instructors' teaching performance, in a real place. Software cannot follow it there.
importance 50 · 2319/03
Source: “Evaluate instructors' teaching performance.” (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: Judging teaching quality means watching a session and seeing how learners respond.
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.
Organising tutoring environment to promote productivity and learning
staying human
This work happens in the physical world: environment, in a real place. Software cannot follow it there.
importance 75 · 2319/04
Source: “Organise tutoring environment to promote productivity and 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: mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Setting up the space a pupil learns in means arranging a real room.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Advising dancers on proper posture and movement to prevent injuries
staying human
This work happens in the physical world: dancers, in a real place. Software cannot follow it there.
importance 85 · 2319/02
Source: “Advise dancers on proper posture and movement to prevent injuries.” (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: Posture advice depends on watching a particular dancer move.
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 2/4.
Conducting individual or group music lessons incorporating ear training and theory
staying human
This work happens in the physical world: individual, in a real place. Software cannot follow it there.
importance 90 · 2319/03
Source: “Conduct individual or group music lessons incorporating ear training and theory.” (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: Music lessons work through listening and responding to a pupil playing, moment by moment.
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.
Developing networks and collaborations with others working in music education in the area
staying human
This work happens in the physical world: networks, in a real place. Software cannot follow it there.
importance 70 · 2319/03
Source: “Develop networks and collaborations with others working in music education in the area.” (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: Professional networks are built through personal contact over time.
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.
Providing tailored instruction to individual students or small groups in a specific subject
staying human
This work happens in the physical world: tailored instruction, in a real place. Software cannot follow it there.
importance 85 · 2319/04
Source: “Provide tailored instruction to individual students or small groups in a specific subject.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 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 teaching depends on sitting with the pupil and knowing how they respond.
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 3/4 · how much data exists 3/4.
Conducting practical classes or demonstrations to teach specific skills
staying human
This work happens in the physical world: practical classes, in a real place. Software cannot follow it there.
importance 80 · 2319/01, 2319/03
Source: “Conduct practical classes or demonstrations to teach specific skills.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (3–11 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 practical class means demonstrating in person and correcting learners' technique as they try it.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 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 75 · 2319/01
Source: “Provide assistive devices to facilitate disabled students' access to curriculum.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (0–14 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Setting up and handing over equipment for a disabled learner is a hands-on job.
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 2/4.
Explaining and demonstrating artistic techniques
staying human
This work happens in the physical world: artistic techniques, in a real place. Software cannot follow it there.
importance 80 · 2319/02
Source: “Explain and demonstrate artistic techniques.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (2–10 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Demonstrating a technique means showing it physically, with an instrument, brush or body in the room.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Assisting lecturers in teaching classes to provide additional student support
staying human
This work happens in the physical world: lecturers, in a real place. Software cannot follow it there.
importance 60 · 2319/04
Source: “Assist lecturers in teaching classes to provide additional student support.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (0–13 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: Helping in a classroom means being in the room 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 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Creating choreography for performances
staying human
This work happens in the physical world: choreography, in a real place. Software cannot follow it there.
importance 90 · 2319/02
Source: “Create choreography for performances.” (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 rating behind it: Choreography is made on bodies in a studio, and very little of it is written down.
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 1/4.
Restaging traditional dances and works in dance companies' repertoires
staying human
This work happens in the physical world: traditional dances, in a real place. Software cannot follow it there.
importance 70 · 2319/02
Source: “Restage traditional dances and works in dance companies' repertoires, developing new interpretations.” (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: work that happens in the physical world.
The rating behind it: Restaging an existing work means rebuilding it on dancers in the studio.
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 1/4.
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 80 · 2319/01, 2319/03
Source: “Guide students in learning from these experiential activities.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Helping learners draw lessons from an activity depends on being there while it happens.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Encouraging students to persevere with challenging tasks to prepare for later years
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 75 · 2319/01, 2319/03
Source: “Encourage students to persevere with challenging tasks to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Encouragement that keeps a learner going comes from a person they know and trust.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Assessing students' dancing abilities to identify areas for improvement
staying human
This work happens in the physical world: students' dancing abilities, in a real place. Software cannot follow it there.
importance 90 · 2319/02
Source: “Assess students' dancing abilities to identify areas for improvement.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Judging how someone dances means watching them move in the room.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Directing and staging dance presentations for various forms of entertainment
staying human
This work happens in the physical world: dance presentations, in a real place. Software cannot follow it there.
importance 85 · 2319/02
Source: “Direct and stage dance presentations for various forms of entertainment.” (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: Staging a dance for an audience means directing performers in the space as they rehearse and perform.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Teaching pupils about rhythm and interpretive movement
staying human
This work happens in the physical world: pupils, in a real place. Software cannot follow it there.
importance 85 · 2319/02
Source: “Teach pupils about rhythm and interpretive movement.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Teaching rhythm and movement to pupils is done by demonstrating 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 3/4 · how much data exists 2/4.
Auditioning dancers for performances
staying human
This work happens in the physical world: dancers, in a real place. Software cannot follow it there.
importance 80 · 2319/02
Source: “Audition dancers for performances.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Auditioning means watching dancers perform in front of you.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Preparing students for music exams
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 50 · 2319/02, 2319/03
Source: “Prepare students for music exams, competitions and performances.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Getting a pupil ready to perform depends on live coaching and confidence built between two people.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Teaching instrumental technique and interpretation in music lessons
staying human
This work happens in the physical world: instrumental technique, in a real place. Software cannot follow it there.
importance 90 · 2319/03
Source: “Teach instrumental technique and interpretation in music lessons.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Teaching technique and interpretation means hearing and correcting a pupil as they play.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Teaching dancers to improve their skills
staying human
This work happens in the physical world: dancers, in a real place. Software cannot follow it there.
importance 90 · 2319/02
Source: “Teach dancers to improve their skills.” (UK task statement)
How this row was scored
Exposure score: 3 out of 100 (0–7 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: Teaching dance means demonstrating and correcting movement 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 3/4 · how much data exists 1/4.
Leading rehearsals to instruct dancers in dance steps and in techniques to achieve desired effects
staying human
This work happens in the physical world: rehearsals, in a real place. Software cannot follow it there.
importance 85 · 2319/02
Source: “Lead rehearsals to instruct dancers in dance steps and in techniques to achieve desired effects.” (UK task statement)
How this row was scored
Exposure score: 3 out of 100 (0–7 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: Leading a rehearsal means being in the room demonstrating and correcting.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 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 80 · 2319/01
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; the value is that a specific person does it.
The rating behind it: Keeping order among pupils means an adult being present with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · 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 · 2319/01, 2319/03
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 50 · 2319/01
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.
Maintaining dance skills and techniques
staying human
This work happens in the physical world: dance skills, in a real place. Software cannot follow it there.
importance 80 · 2319/02
Source: “Maintain dance skills and techniques.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Keeping your own dance technique sharp means practising physically.
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 1/4.
Rehearsing for performances
staying human
This work happens in the physical world: performances, in a real place. Software cannot follow it there.
importance 80 · 2319/02
Source: “Rehearse for performances.” (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: Rehearsing an instrument is physical practice.
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 1/4.
Exercising to prepare for performances
staying human
This work happens in the physical world: prepare, in a real place. Software cannot follow it there.
importance 60 · 2319/02
Source: “Exercise to prepare for performances.” (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: Physical preparation for performance is exercise a person has to do.
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 1/4.
Representing institutions at community and campus events
staying human
This work happens in the physical world: institutions, in a real place. Software cannot follow it there.
importance 55 · 2319/02
Source: “Represent institutions at community and campus events.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Representing the university at an event means a person being physically present.
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 3/4 · how much data exists 1/4.
Maintaining or repairing studio facilities to support educational activities
staying human
This work happens in the physical world: studio facilities, in a real place. Software cannot follow it there.
importance 50 · 2319/02
Source: “Maintain or repair studio facilities to support educational activities.” (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 and maintaining studio facilities is hands-on work.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Enhancing improvisation or vocal skills through regular practice
staying human
This work happens in the physical world: improvisation, in a real place. Software cannot follow it there.
importance 85 · 2319/03
Source: “Enhance improvisation or vocal skills through regular practice.” (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: Practising to improve your own playing or singing is physical.
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 1/4.
Learning another instrument and explore various musical styles
staying human
This work happens in the physical world: another instrument, in a real place. Software cannot follow it there.
importance 70 · 2319/03
Source: “Learn another instrument and explore various musical styles.” (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: Learning to play a new instrument is physical practice.
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 1/4.
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 55 · 2319/03
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 learners using tools and 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 0/4 · needs to be trusted in the moment 1/4 · how much data exists 1/4.
Attending events and fairs to engage with prospective students
staying human
This work happens in the physical world: events, in a real place. Software cannot follow it there.
importance 50 · 2319/04
Source: “Attend events and fairs to engage with prospective students.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Attending a fair to meet prospective students means being there in person.
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 2/4 · how much data exists 2/4.
Invigilating examinations
staying human
This work happens in the physical world: examinations, in a real place. Software cannot follow it there.
importance 50 · 2319/04
Source: “Invigilate examinations.” (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: Invigilating means a person watching the room throughout the exam.
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 0/4 · how much data exists 2/4.

What this job pays, and how many people do it

Median pay: £34,400a 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: 128,900in the UK, 2026.nomis-aps · Apr 2025-Mar 2026 (latest APS 12-month period)This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.

What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.

Why this is shifting

The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: class work in, a record out. The rows above are exactly that shape: assigning class work and homework to students and organising and planning individual tutoring sessions for students. What it cannot do is be there in the room, and that is still where pupils' work gets done. Which is why this page talks about your tasks changing, not your job ending.

Your move

Over a pint: what I’d tell you if you were my friend

Your week is splitting in two, and which half fills it is the whole question. Assigning class work and homework to students is going; assessing pupils' work in educational and instructional settings is not.

So, given all that: 31% of this job's task weight sits in rows the software is already learning, 12% in rows that change shape rather than disappear, and 57% in rows it is nowhere near. That is the position, measured across 166 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 (assessing pupils' work in educational and instructional settings) 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 assessing pupils' work in educational and instructional settings, 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 teaching professionals n.e.c. (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was driving instructors: only about 4% of its durable work is work you already do. And on the numbers you do not need one. This job scores 39/100 here, with only 31% of the task list in the top band, and “assess students' dancing abilities to identify areas for improvement” 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.

Driving instructors
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “observe and evaluate pupils' performance”. Across the whole of both lists that adds up to about 4% 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 4% of the durable side of that job. That is a different job, not a next step. This release publishes no median pay for that job, so I cannot show you what the move costs or pays. I do not recommend a move I cannot price.
Look at that job’s page anyway →
Educational support assistants
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “provide tailored instruction to individual students or small groups in a specific subject”. Across the whole of both lists that adds up to about 4% 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 4% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £21,448 against your £34,396, 37.6% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Education advisers and school inspectors
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already advise students with adjustment or academic problems, and their equivalent is to advise students on addressing educational problems. Across both published task lists that is about 3% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 3% of the durable side of that job. That is a different job, not a next step.
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: 31% of its task weight, across 166 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 Educational Instruction and Library Workers, All Other is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United States page →partial match

The other groups this work is counted across:

In US official statistics this job is counted as Educational Instruction and Library Workers, All Other, Dancers and Choreographers. Pay is shown separately for each of those groups (medians cannot be averaged together), while the task list and the scores on this page are for this group only.

Your route through this

Where to go next, and what it costs

Free, and complete

The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.

In England:
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 teaching professionals n.e.c., 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 31% 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 teaching professionals n.e.c.. 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 teaching professionals n.e.c. 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 teaching professionals n.e.c. 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 teaching professionals n.e.c. 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 teaching professionals n.e.c. 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 Teaching professionals n.e.c.?: Not as a job, but it is already doing parts of the work. Across the 166 official task statements scored for Teaching professionals n.e.c. (United Kingdom, SOC 2319), 31% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 39 out of 100 (range 33–45, 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 “Teaching professionals n.e.c.” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Record enrolment transactions to manage class attendance” (93/100, very high); “Record grades for examinations, assignments, or papers” (93/100, very high); “Enter students for examinations” (93/100, 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 “Teaching professionals n.e.c.” stay human?: About 57% 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: “Invigilate examinations” (0/100, minimal); “Attend events and fairs to engage with prospective students” (0/100, minimal); “Supervise and monitor students' use of tools and equipment” (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 “Teaching professionals n.e.c.” do about AI?: Start from the ledger rather than the headline: 31% of this job's weighted core work is exposed, and roughly 57% 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 Teaching professionals n.e.c. 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 166 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.
2 rows are marked low confidence, so treat them 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.
52 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.

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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.