Delivery Readiness
Every concept in the curriculum has been classified by what combination of AI, human facilitation, and specialist expertise is needed to teach it.
AI Facilitated
263
19% of curriculum
AI Direct
804
60% of curriculum
Guided Materials
140
10% of curriculum
Specialist Teacher
144
11% of curriculum
79% of the curriculum is AI-teachable
1,067 out of 1,351 concepts can be delivered through AI-powered adaptive learning (AI Direct + AI Facilitated).
Delivery Modes
AI Facilitated
AI delivers the core instructional sequence, but a non-specialist adult facilitates specific moments: setting up physical materials, observing a physical task, mediating a brief discussion, or confirming a hands-on outcome the AI cannot directly assess.
AI Direct
AI or software teaches this concept end-to-end via interactive sessions. The concept has objectively assessable outcomes, well-structured interaction patterns, or factual content that can be presented, practised, and verified without human intervention.
Guided Materials
Well-designed materials enable a non-qualified adult (parent, teaching assistant, home educator) to teach this concept. The human is essential throughout — guiding discussion, reading sources together, facilitating creative tasks — but the expertise is encoded in the materials rather than requiring teacher training.
Specialist Teacher
Requires a teacher with subject expertise for real-time pedagogical judgement. The concept demands live assessment of nuanced responses (creative writing quality, physical technique), specialist knowledge to handle unpredictable questions, management of sensitive discussion, or demonstration of embodied skills that cannot be scripted.
By Subject
By Key Stage
Subject Breakdown
| Subject | AI Direct | AI Facilitated | Guided | Specialist | Total | AI % |
|---|---|---|---|---|---|---|
| English | 229 | 27 | 81 | 46 | 383 | |
| Mathematics | 170 | 119 | 0 | 0 | 289 | |
| Science | 234 | 49 | 0 | 4 | 287 | |
| Physical Education | 0 | 7 | 0 | 53 | 60 | |
| Design and Technology | 19 | 0 | 13 | 4 | 36 | |
| Geography | 27 | 3 | 0 | 4 | 34 | |
| History | 14 | 2 | 15 | 0 | 31 | |
| Art and Design | 9 | 0 | 5 | 8 | 22 | |
| Music | 19 | 0 | 0 | 2 | 21 | |
| Languages | 11 | 9 | 0 | 0 | 20 | |
| Biology | 11 | 7 | 0 | 0 | 18 | |
| Chemistry | 12 | 3 | 0 | 0 | 15 | |
| English Language | 8 | 0 | 4 | 3 | 15 | |
| English Literature | 0 | 0 | 15 | 0 | 15 | |
| Physics | 12 | 3 | 0 | 0 | 15 | |
| Computing | 10 | 0 | 0 | 0 | 10 | |
| Literacy | 0 | 10 | 0 | 0 | 10 | |
| Personal, Social and Emotional Development | 0 | 3 | 0 | 6 | 9 | |
| Understanding the World | 0 | 9 | 0 | 0 | 9 | |
| Business | 6 | 0 | 0 | 0 | 6 | |
| Citizenship | 3 | 0 | 3 | 0 | 6 | |
| Communication and Language | 0 | 6 | 0 | 0 | 6 | |
| Expressive Arts and Design | 0 | 6 | 0 | 0 | 6 | |
| Media Studies | 6 | 0 | 0 | 0 | 6 | |
| Physical Development | 0 | 0 | 0 | 6 | 6 | |
| Religious Studies | 0 | 0 | 4 | 2 | 6 | |
| Drama | 0 | 0 | 0 | 5 | 5 | |
| Food Preparation and Nutrition | 4 | 0 | 0 | 1 | 5 | |
Teaching Requirements
Atomic pedagogical requirements that determine which delivery mode a concept needs.
Assessment
Quality of the child's work requires human aesthetic or creative judgement — evaluating the quality of a story, a painting, a musical composition, a design solution. Multiple valid outcomes exist and rubrics alone are insufficient.
Implies: Specialist Teacher
Concept outcomes have clear right/wrong answers or objectively verifiable criteria that software can assess without human judgement.
Implies: AI Direct
Assessment requires observing and evaluating a live physical performance — gymnastics, dance, musical instrument playing, dramatic performance, oral presentation. Expertise is needed to give corrective feedback.
Implies: Specialist Teacher
A human needs to observe a physical action or outcome that the AI cannot directly perceive — handwriting quality, physical grouping of objects, a constructed model.
Implies: AI Facilitated
Knowledge
The teacher needs deep subject knowledge beyond what can be scripted in materials — to handle unexpected questions, correct subtle misconceptions, or make real-time pedagogical decisions that require expertise.
Implies: Specialist Teacher
Pedagogy
A human adult needs to model a process live — shared writing, think-aloud reading, demonstrating how to approach a problem — so the child sees the thinking process, not just the outcome.
Implies: Guided Materials
Learning requires facilitated dialogue — discussing sources, debating interpretations, exploring ethical questions. A non-specialist can lead this with well-designed question prompts and model answers.
Implies: Guided Materials
Concept lends itself to repetitive, graduated practice cycles where difficulty adapts to the learner — drill, fluency building, spaced repetition.
Implies: AI Direct
Resources
Concept involves significant listening or audio-based learning that can be delivered through speakers/headphones — music appreciation, phonics, language listening.
Implies: AI Direct
Existing digital interaction patterns (InteractionTypes in the graph) directly support teaching this concept — number lines, fraction visualizers, drag-and-drop, multiple choice, etc.
Implies: AI Direct
Teaching requires engaging with extended texts, historical sources, case studies, or narrative materials that benefit from shared reading and discussion with an adult.
Implies: Guided Materials
Teaching requires specialist equipment: science apparatus, design tools, cooking equipment, musical instruments, sports equipment. Setup and safety supervision by an adult.
Implies: AI Facilitated
Teaching requires physical objects the child handles: counting blocks, fraction strips, measuring tools, art materials. A facilitating adult sets these up and confirms outcomes.
Implies: AI Facilitated
Concept can be effectively taught through visual diagrams, animations, interactive models, or on-screen representations that a computer can generate and manipulate.
Implies: AI Direct
Safety
Topic may touch emotional, personal, or culturally sensitive areas requiring pastoral awareness — bereavement, relationships, religious belief, identity. Requires a skilled adult who can read the room and respond empathetically.
Implies: Specialist Teacher