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ISCO 2341 · O*NET 25-2021.00 · codes unverified

Primary school teacher

Heavily assisted, barely automated. The preparation moves. The classroom does not.

Referenced in the close, on the subject of who teaches the next people to start. Read the essay →

79
Resilience Holding

The shape of the work holds. The admin around it thins out considerably.

0 rebuilding 100 anchored

Scale, labels and thresholds are provisional. This is open question Q-02.

3 of 20 in the launch set

How the score is made

Four declared inputs, never collapsed into one number. Assistance is kept apart from outright automation, because a tool that makes you faster and a tool that replaces you are not the same event. Physical work counts as shelter only to the extent robotics cannot reach it.

The full method is written out, including what it cannot tell you.

Note on this occupation Placeholder values.

Assisted
64

Higher is generally good news. It means more of the work gets faster without the work going away.

Done outright
18

This is the number most people mean when they say exposure. It is kept separate from assistance on purpose.

Physical
42

Protective only for as long as robotics cannot reach it. Read this one next to the robotics number, never alone.

Robotics reach
20

Low reach turns physical work into shelter. High reach turns it into the main exposure.

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What changes

Tasks moving to machines, in whole or in part.

  • Lesson planning, differentiation and resource making.
  • Marking and progress reporting.
  • Administrative correspondence.

What stays human

Tasks that need a person, and why.

  • Managing thirty children in one room.
  • Noticing the child who is not alright.
  • Being a consistent adult in someone's week.

What's new

Work that did not exist in this job ten years ago.

  • Teaching children to work with tools that will answer for them.
  • Assessment redesigned around what cannot be outsourced.
  • Pastoral load that keeps growing regardless of technology.

These three lists are editorial commentary, written against task-level data but not generated from it (OCC-05). Treat them as the author's reading, not as output.

Compare with another job

Pick one. You get a card with both scores, both sets of components, and a link worth sending to someone.

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