Download this handy flowchart for information on how to make a decision on what post-results service may be most suitable.

Access to scripts services are free for both priority copy and standard copy of marked paper services. We will contact your centre’s Exams Officer when the marked paper is available on Centre Services.

Scripts will show the student’s written answers and the examiner’s comments and marks.

If you’re concerned that the examiner has made a mistake marking your student’s script, you can consider requesting a review of marking. If a review of marking leads to an overall subject grade change, we won’t charge for it.

Schools can request access to scripts for a standard copy of marked exam paper to use for your teaching and learning.

Deadline: 31 October 2025 (all levels)

Schools should receive copies within one week of most requests, but please allow up to six weeks of the post-results request being made to receive copies.

Tip: if a university or college place is pending, go straight to priority review of marking.

This is a photocopy of the marked exam paper that you can use to decide whether to request a review of marking or clerical re-check.

Deadlines:

• 28 August 2025 (International AS/A-level)
• 4 September 2025 (International GCSE)

These will be completed within a week of the request being made.

A clerical re-check of a marked paper, we will make sure we marked all the pages, we counted all the marks and the result matches the marks on the paper.

Deadline: 25 September 2025

This will be completed within 10 calendar days following the request being received.

A review of marking includes a clerical re-check, a copy of the reviewed script, a review of the paper or recording by a second examiner to identify genuine marking errors or unreasonable marking and we will make sure all the marks are counted.

Deadline: 25 September 2025

This will be completed within 20 calendar days following the request being received.

Available to International AS/A-level students.

A priority review of marking includes the same as a review of marking (see above).

Deadline: 21 August 2025

This will be completed within 15 calendar days following the request being received.

If your school internally assessed non-exam assessment (NEA) mark was adjusted during moderation, request a moderation review on Centre Services to check the assessment criteria was applied fairly, reliably and consistently to the standard.

• Moderation reviews are only available for whole NEA subject units, not individual students.
• Learners’ marks may be lowered, but the published grade will not be lowered for the current exam series.
• Lowered marks may be carried forward to future certification.
• We’ll email exams officers when your review of moderation outcome is available to view on Centre Services. The outcome letter will give details of any mark/grade adjustments. The Review of Moderation feedback report will be sent to the Exams Officer’s email address when the outcome is available.

If the school mark is reinstated as a result of a moderation review, we won’t charge for it.

Private candidates can request this service, but only for certain specifications and when the work has been assessed by a moderator.

Deadline: 25 September 2025

This will be completed within 35 calendar days from when the moderator receives the original sample from the school.

Featuring updated graphs and visualisations for quicker and easier trend analysis, Data Insights enables you to dig deeper into your learners’ results.ÌýFind out more on our Teacher Support page.

For more information on post-results services, please click here.

Download guidance on post-results services here.

Download our handy flowchartÌýto help you navigate your post-results needs.

Let’s look ahead five years, when your current cohorts will have left school and be forging their paths in higher education and the workplace. The common question here is: what skills do they need?ÌýÌý

±õ³Ù’s a vital question, but I think it needs to go even further. Skills – singular learned abilities – are important by themselves, but they are also pivotal elements of the concept of a ‘competency’. Competence, in short, is a broader ability that includes a combination of skills, knowledge and behaviours. In the workplace, all three elements are equally crucial – and that’s why I think ¾±³Ù’s the comprehensive ‘competency’ that education should be aiming to build.Ìý

Global organisations have identified the competencies they believe young people need to have to take their place in the world in which they will live and work in. °Õ³ó±ð°ù±ð’s lots of overlap, but I will use the six identified by the ) as my example. These are:Ìý

If you put these competencies together, you end up with a well-rounded individual who is fully prepared for the challenges of life. The Oxford International Programme calls this ‘future-readiness’, or learners who are competent, critical thinkers, creative, ambitious, good communicators and learn for learning’s sake. In other words, these students have the agency to both take control of their development and keep their wellbeing central to their focus.Ìý

°Õ³ó±ð°ù±ð’s a simple answer which is remarkably difficult to begin implementing: schools should consider reviewing their education offer in response to the world their students will enter. For teachers, this means moving away from traditional classrooms, where students were talked at and made notes purely for exam memorisation – and teachers across the world are already changing how they do things. They’re increasingly focused on developing their questioning techniques and asking students questions that encourage the development of higher-order student thinking and tailoring their lessons to reflect a local context, with tasks that encourage group work and beneficial uses of technology.ÌýÌý

However, it also means a change in leadership – where school leaders used to concentrate on administration with limited monitoring of student progress. Instead, school leaders should focus much more on leading teaching and learning – which we now call Instructional Leadership. Studies have shown that school Principals who devote 80% or more of their time to Instructional Leadership have high-performing schools.Ìý

Instructional leadership is leadership that focuses on the development of teaching and learning; it devises strategies to improve what happens in the classroom, with a focus on student outcomes. Instructional leaders make the changes to the classroom and the wider student experience to help establish new ways of working that reflect today’s world and ensure teaching and learning provides students not only with the knowledge and global skills they will need to take their place in the world but continuously monitors their progress and develops them throughout their education.Ìý

The key focus of my webinar was how to foster student agency. The term refers to the student having an active role in their learning through voice and choice; it is the capacity to set a goal, reflect and act responsibly to effect change and act rather than being acted upon. Competent students are not passive – they take steps to shape their own learning – and schoolwide cultures that encourage them to make their own choices leave them ready to forge their own path in the future.Ìý

It is possible to nurture student agency at any age. The four skills – literacy, numeracy, self-management and self-awareness – are already present in modern teaching and learning at the earliest stage, and as students progress, they develop their perceptions and ability to view these skills in wider contexts. As they grow, they become increasingly familiar with the moral, social, economic and creative contexts in which they live, with the agency they possess enabling them to identify their values, priorities and goals and focus their efforts to achieving them.Ìý

For schools, then, promoting student agency through examples and chances for application is key. If you look beyond the classroom and see teaching as an opportunity for students to exercise their voice and make their own choices, they enter their world equipped with all the global skills demanded by the 21st century. And, at the end, their improved outcomes will be evident to all.Ìý

On Tuesday 18 March, I led a webinar for the Oxford International Programme on how school leaders should be looking at the style of pedagogy in their classrooms and ensuring global skills for the 21st century are being well taught. I took an in-depth look at the changes needed to bring about a ‘New Normal’, the importance of enhancing learner agency and practical strategies to help integrate this into your school. I also introduced the foundational skills and context for student agency in more detail, as well as advised school leaders on how to take on their role in this ‘New Normal’ for education. After all, learning never stops!Ìý

Our e-learning modules form part of the 51ºÚÁÏ training and support offer. To explore our range of live, recorded and self-access training, you can take a look at our training page.

We also have Continuous Professional Development courses running for registered teachers throughout the year. to receive notifications of our course registration as soon as they’re available.

Teachers have been recording information on student performance since, well, forever. Test scores, marks and grades are all dutifully recorded in the teacher’s mark book – be it paper or digital – and presented to students and parents at regular intervals. But are we recording the right information? Are we storing it in the right way? And, most importantly, are we sharing it in a way that enables students to get a better score, mark or grade the next time?Ìý

Viewing student data as a starting point for a discussion on strengths and weaknesses, rather than a final assessment of their ability, is key to understanding the role data can play in enabling student progress. To achieve this, it is essential to first break down the information you receive from their work into component parts – which could be the Assessment Objectives, particular skill areas or elements of curriculum content. When marking, the teacher needs to assign different ‘scores’ to different aspects of the assessment, so that they can demonstrate to the student which areas they are strong in and where they need to improve. This is much more empowering than simply receiving an arbitrary measurement of their overall ability.Ìý

This is why I contend that data isn’t cold or impersonal, but exactly the reverse. No two students are the same, so a single measurement of student progress is too vague to be of use. Once students can see why they are at their current level – and, crucially, where they can make gains – they can work towards success in a way that works for them, not the student sitting next to them. This way, students can focus their efforts where they are needed most, instead of wasting time practicing things they already do well.Ìý

A big part of the successful usage of data is shared data tracking, where both teachers and students can access the same information – often in the same format – and therefore have meaningful discussions about effective next steps to improve their progress.Ìý

When I was an English teacher, I had a particular method for this. My mark book had a list of students down one side and a list of tasks across the top, split into the various components I wanted to measure in each one. This normally related to the Assessment Objectives, so that there was consistency from task to task. I would then input the marks students got for each of those components, as well as their overall mark, and then evaluate these against each student’s personal target.

Each student had a duplicate version of this in the front of their textbook, but with the Assessment Objectives at the top and the tasks down the left-hand side. They would colour in their RAG performance for each Assessment Objective on each task, meaning they could accurately track how they were getting on, and where their personal strengths and weaknesses lay.Ìý

Crucially, I »å¾±»å²Ô’t give students the actual numbers or grades they received in each individual task, just the RAG rating. As such, students weren’t demotivated by comparing themselves to other students in terms of the marks they were receiving. A weaker student might be working hard and exceeding their (lower) target grade, and this hard work would be recognised and rewarded. On the other hand, a complacent higher ability student might be achieving higher marks but underperforming against their own targets. This way, every deserving student would get their pat on the back – not just those at the very top of the class.Ìý

This kind of tracking student progress can then be extrapolated out to a departmental or even whole-school level, with regular check-ins of how certain groups of students are performing in specific aspects of their courses of study.ÌýÌý

Mock exams are an obvious example. Instead of simply recording the overall mark students received, we can break down that information into specific elements and understand where teaching needs to be focused for the most significant impact.Ìý

Viewed in this way, data becomes a constructive, collaborative tool that enables us to see the individuality of our students and help them progress in a way that is all about them.Ìý

To help you develop your data practice, 51ºÚÁÏ provides two key resources. Firstly, Data Insights provides more detailed and customised analysis than other results analysis tool on the market. Featuring updated graphs and visualisations for quicker and easier trend analysis, Data Insights enables you to dig deeper into your learners’ results. Allowing you to compare student performance at both a high level and in granular detail, identify patterns, strengths and weaknesses and improve the performance of your next cohorts.Ìý

Secondly, our Mock Exam Analysers (available for all our Mathematics and Science qualifications, alongside International GCSE English as a Second Language) enable you to take a closer look at mock exam performance and pinpoint areas for development in time for the live exams.Ìý

±õ³Ù’s fair to say nobody goes into teaching expecting a regular working week, 8-hour-day job; we all know that ¾±³Ù’s a challenging role, one that requires you to be academic, a mentor, role model, coach and, on occasions, enforcer. But ignoring your own wellbeing is simply not viable in the long term: burned-out teachers do not deliver the kind of education we want our young people to experience.Ìý

Today is World Mental Health DayÌýand the theme this year isÌý‘prioritising mental health in the workplace’. With this in mind, considering the uniquely demanding nature of the teaching profession, we ran a wellbeing webinar for teachers:ÌýPutting teacher wellbeing at the heart of positive teaching. The session focused on practical strategies to maintain your mental health as a teacher, regardless of which subject you teach or the ages of your students.

More importantly, we were keen to make the point that this is not a zero-sum game: taking care of yourself does notÌýmean giving less to your students, quite the opposite in fact. Healthy teachers create positive classrooms; they plan interesting, innovative, engaging lessons; they are more patient and empathetic; their students achieve more.

Before we look at some of the strategies for enhancing teacher wellbeing, I want to briefly considerÌýwhyÌýthis is so important. In many ways, the answer to that question is obvious: we need to keep teachers in the classroom.

Even before the pandemic, schools worldwide were reporting a recruitment and retention crisis, with experienced teachers leaving the profession at a higher rate than ever before and insufficient numbers to replace them. In both cases, the mental health toll of the job was cited as a reason. Such a profound threat to the education sector requires a two-pronged response – one part focusing on what we can do structurally to help teachers feel supported, and one part focusing on what teachers can do themselves regarding their own wellbeing.

There is a lot that can be done at a school level to support and empower teachers. If you have a leadership role, either at a departmental or whole-school level, you need to consider how you are protecting your most precious asset – good classroom teachers.

1. Show appreciation.ÌýIt is an obvious place to start, but it’s amazing how often it gets overlooked. Make sure your teachers feel appreciated and valued. This could be done privately – such as thank-you cards or small gifts at the end of term – or take the form of more public recognition. The important thing is that your teachers feel seen. As a colleague once told me when I started my first Head of Department job, ‘people won’t care what you know until they know that you care’.
2. Share the load.ÌýSplitting the workload among your department lightens the collective burden. Plan your curriculum as a team, assigning various aspects of it to different members. Each individual then prepares their scheme of work, along with the necessary resources, and shares it with the group, meaning everyone only needs to plan one section of the curriculum and gets lots of support with the rest!
3. Link performance reviews to professional development – with non-judgemental lesson observations.ÌýThese are an inherently stressful process, as people feel scrutinised and evaluated, which could create pressure and tension. Part of this anxiety comes from the outcome, which often encapsulates their entire worth as a teacher, based on a tiny fragment of their working practice. Schools can gain so much more from this process by replacing evaluative lesson observations with non-judgemental consultations. Instead, encourage open discussions about strengths and weaknesses between the teacher and observer. This can then be linked to staff professional development, meaning teachers are getting the right training to improve their performance, without the fear created by a graded assessment.
4. Coaching and mentoring.ÌýWhen budgets are tight, external professional development can prove unaffordable – but that doesn’t mean you can’t develop your staff. Other teachers within the department or across the school can act as coaches and mentors, providing advice on aspects of teaching where they have notable strengths. This doesn’t have to be a case of experienced teachers guiding their less experienced colleagues, rather an alignment of needs and strengths within the staff body. This can be as simple as seeing best practice in a live setting, or it could extend to joint lesson planning or even paired teaching.

As well as what can be achieved at a whole-school level, there is a lot you can do yourself to preserve your wellbeing and enhance your teaching.

1. Establish boundaries. Teaching is a job that is never ‘finished’ – there will always be something you could do, books you could mark or resources you could improve. As such, it is vital that you look at your diary and ensure there are blocks of protected time where you are off duty, where you don’t check your emails, don’t think about work and do something forÌýyou. It could be a hobby, a class, playing sport, catching up with a friend or just going for a walk. The important thing is this time is ringfenced and protected.
2. Keep positive mementos. Let’s not sugarcoat it, there are tough days in teaching – days when you wonder why you do it. I have a folder which I tucked every thank-you card and letter from a student or parent that put a smile on my face. It became my wellbeing life raft when I needed a boost, reminding me of the value of the role, the difference you can make as a teacher and that thisÌýisÌýappreciated.
3. Create a community.ÌýOne of the great things about teachers is that they tend to be ‘people’ people. Let’s face it, it would be a strange job if you weren’t! So, look for people within your circle who you feel can provide that support and understanding. This could be an official working group that meets often to discuss staff welfare and explore strategies, or it could be a completely informal arrangement, where a group of you have a regular check-in to see how everyone is. It can be incredibly useful to talk to someone about the stresses and strains of teaching with someone who understands the context – equally, it can be just as powerful to meet up and chat about anythingÌýotherÌýthan work.

We discuss each of these strategies, among others, in the webinar – so please do watch the recording . In the meantime, though, I’ll sign off with a thank you: thank you for all that you do for your students, because teaching is a tough job and doing it well takes a lot out of you. But never forget how important it is and how much difference you make.

On 15 June I had the pleasure of presenting a skill development model to the brilliant leaders of Sri Lanka’s international schools at the 9th TISSL Conference. This model – theÌýPentagon of Skill PracticeÌý– is what I wish to share with you now.

As indicated by the model’s name, there are five key steps in learning and developing skills, which I will briefly summarise alongside a focus on creativity.

Creativity is a key aspect of our human wellbeing, yet it is also a skill that can be stifled or even forgotten in outdated, didactic teaching methods. So, how do we foster and protect creativity (and other skills) in our classrooms?

Learning or developing a skill requires space in many forms – mental, emotional, time and physical space. We must make time for this process, even if this may mean taking time away from subject content.

Let’s look at creativity. Creating, coming up with new ideas, takes time. It takes emotional and physical space for trials and errors. It takes recovery time as we try and assess what we have created. Think about this in terms of a different skill: physical fitness. You will not get stronger by doing a 15-second workout once a month. You will, however, become fitter if you spend time every day moving and ensuring you take time to rest and recover.

It’s the same for our students. If we want them to develop a skill, we need to give them the space and time they need to do this.

It’s easy to think of skills as complete wholes, but we need to consider their components to help students master them. If we simply tell our students to ‘be creative’ the goal is too broad and too intimidating. Instead, we need smaller steps.

For instance, take something that is already well-known and add something to it – such as adding a song or changing the goal of one character in a popular story. Or use the surroundings to spark imagination: take a walk and describe something you can see with 10 adjectives, and then 10 verbs that could apply to that object. While you can jump, dance or run on a mountain, or see, smell or touch one, you can slowly get more adventurous – you can scream at, speak or even recite to a mountain. Get silly. Have fun.

Skill development requires practice, especially given skills are context specific. So, while a student may be a creative writer, they may feel less confident approaching speaking or a maths problem in a creative way.

Our students need multiple contexts in which to practice being creative – have them imagine the lives of people at different times in history, attempt to find different ways of solving maths problems or challenge them to express themselves through different art forms. It can be as simple as having them devise a new way to greet you every morning or explain how to make a cup of tea.

Feedback can be food or poison for skill development. A young person being creative can be encouraged to continue, expand their attempts and try something different. Or they can be embarrassed and discouraged from trying.

Our words, demeanour and attitudes have great power, which means we carry great responsibility when guiding students on nurturing different skills. It is our job as educators to find kind and helpful ways to encourage, support and inspire growth.

Seeing others attempt, practice and master a skill is inspiring. I remember growing up watching the Romanian gymnast Nadia Comăneci and decidingÌýthatÌýwas what I wanted to be. I never became an Olympic gymnast, but she inspired me to spend countless hours moving, which ended up being great for my health.

Models give us ideas on how we might try to do things, but also the process ofÌýwatching them tryÌýgives us encouragement to realise we can also try, not succeed, and still try again. This is one of the most important roles teachers play. We model skill learning, showing our students every day how we practice our skills – by trying new things, working to communicate with them, listening attentively, assessing information critically and, above all, being kind to ourselves in the process.

Student-centred learning fosters an environment where students take an active role in their learning, leading to more meaningful and deeper learning experiences and exponential personal development. This cultivates independent learning, critical thinking and collaboration among students. When connecting learning to real-world contexts, students see how the concepts they’re learning apply to real-life, which instantly makes it both more engaging and more likely to stick.

The teacher can slowly shift the focus from delivering content to students taking an active role in their learning. This includes facilitating discussions and activities where students drive the conversation and exploration.

As educators, we should provide scaffolded opportunities to support individual learners on their agency and co-agency journeys.

There are four main methods for teachers to nurture a student-centred classroom environment:

• Agree set goals and milestones for learning with the students.ÌýBy involving students in goal setting, they take ownership of their learning and tracking their progress, offering feedback and reflection opportunities.
• Offer students choices in their learning materials, topics or projects by allowing them some control when selecting the format for how they may submit their work when completing tasks, such as written essays, presentations or creative projects.
• Provide constructive feedbackÌýthat helps students understand their strengths and areas for improvement. Incorporate regular self-assessment and reflection activities into teaching.
• Encourage students to become more self-aware, evaluate their own progress, strengths and areas for improvement.

Alongside these methods, the following steps can help build a student-centred environment across classrooms.

• Encourage a growth mindsetÌýby praisingÌýeffort,ÌýperseveranceÌýandÌýresilienceÌýrather than outcomes. Create a classroom culture where mistakes are seen as opportunities for learning and growth. Encourage the students to follow FAIL (First Attempt in Learning).
• Design lessons that pose questions or problems for students to investigate that link to real-life scenarios.ÌýThis encourages students to ask questions, explore their curiosity and find solutions through research and critical thinking. By guiding them to use techniques such as C3B4ME (“‘see three before me’”) – a method where students use three things in their environment, such as another student, a book or the classroom walls before asking their teacher.
• Create opportunities for students to collaborate on projects or assignments.ÌýEmphasise the importance of teamwork, communication and problem-solving skills. Provide support and guidance as needed, gradually giving students more independence as they gain confidence and skills. Use scaffolding techniques to help students access challenging content.

Embracing these approaches helps teachers build stronger relationships with their students. When time is taken to understand individual goals and interests, students feel valued and motivated to engage in the learning process. This connection goes beyond learning and can have a lasting impact on students’ personal growth, fostering self-confidence and a lifelong love of learning.

Adopting a focus on challenge-based learning in your school empowers your students to actively engage with complex problems and develop critical skills. It encourages students to tackle real-world challenges which fosters creativity, problem-solving and collaboration. Students identify problems, propose solutions and work together to implement them. By addressing practical issues, they gain a deeper understanding of subjects, connect what they’re learning in the classroom with the real world and develop a sense of ownership towards their learning.

Challenge-based learning equips students with the skills and mindset necessary for success in the rapidly changing environment of the 21st century, making education a dynamic, meaning and relevant experience.

There’s no doubt that technological advances are fuelling a rapidly evolving job market, leading to speculation that many roles previously considered beyond the scope of automation in areas such as law and medicine may soon be transformed or replaced by Artificial Intelligence. Alongside this, increasing competition for places at top global universities means the need for students to stand out from the crowd is greater than ever. Meanwhile, traditional didactic teaching methods have also come under growing criticism from universities for failing to sufficiently prepare students for the self-regulated and independent nature of undergraduate study.

So, what can education do?

The imperative for schools, then, becomes finding innovative and versatile ways to develop curricula to meet the following challenges:

• How can schools give each student a genuine opportunity to demonstrate their unique academic worth?
• How can schools develop students into successful, independent learners who are capable of making the transition from GCSEs to A-levels and undergraduate study?
• How can schools ensure that students are developing the types of transferable skills that will best prepare them for the ever-changing world of work? These skills include: planning and managing complex tasks, solving difficult problems by making creative decisions, being a critical researcher, an effective communicator and a reflective practitioner.

Extended project work involves a student, with the support of a supervisor and in the context of a ‘taught skills’ program of study:

• Choosing an area of personal interest
• Drafting a title and aims for their project
• Planning, researching and carrying out the project
• Delivering a presentation on the process and findings

Through this process, students produce a unique piece of work that they can discuss with a degree of expertise unmatched in their other studies – a valuable ability when writing a university application. Students also develop the independent study skills that top universities are looking for, as well as other highly transferable skills valued by employers such as problem solving, planning and effective communication.

Whether a study into the ethics of predictive genetic testing, an exploration of the role of the hero in English Literature or an analysis of the anatomy of bat wings, extended project work can help prepare students for success at school, at university and in the careers of tomorrow.

I vividly remember a staff training session I attended as a newly qualified teacher, where a member of the senior leadership team at my school breathlessly explained how teaching was the most cutting-edge profession you could work in, not only because we were preparing the adults of tomorrow but because we were preparing them for jobs that didn’t yet exist.

The same person blocked teachers being able to access YouTube on the school network because he didn’t feel it had any role to play in the classroom.

This was nearly 20 years ago.

I tell this story, partly because it always makes me smile, but mainly because I think it highlights one of the central dichotomies of the teaching profession’s relationship with technology. On the one hand, we embrace change: it’s a job that exists in a continual state of flux and development, as we refine our practice and look for new and interesting ways to engage and enthuse students. And yet, technological developments can also be a cause for fear among teachers, the main one being that it will somehow make us redundant. If students have access to all human knowledge in the palm of their hand, what need do they have for someone who can explain Pythagoras’s theorem or plant respiration or what motivated Macbeth? Can’t they just look it up?

The role technology will play in this transformation is particularly interesting because it is so hard to quantify or predict. I titled this piece by asking a direct question: What will the future of education look like in a world with AI?

The answer is, I don’t really know. Nobody does. But here’s what we do know.

We know that the hardest skills for computers to replicate are insightful analysis, emotional intelligence, creative problem solving, interpersonal skills and collaboration. So, no prizes for guessing what skills should be at the heart of 21st-century education.

We know that critical thinking will be vital for young people trying to navigate a world where it will be hard to tell man-made content from AI-generated. We know that independence, self-motivation and metacognition will be key skills in an employment world that will be inherently flexible, working collaboratively with people face-to-face but with computers as well.

We also know that technological development, and AI in particular, bring huge possibilities for the teaching profession. Of course, there are issues we need to be aware of in terms of plagiarism and so forth, but banning AI from the teaching is as reductive as my old Deputy Headteacher banning YouTube. His worry was that staff wouldn’t bother teaching, we’d just find a video that explained the concept at hand, pop it on the interactive whiteboard and take the rest of the lesson off.

Needless to say, this isn’t what any of us had in mind. We saw an opportunity to access content that would exemplify the points we were making and engage students in a whole new way with our subject. Rather than stiltedly reading the balcony scene from Romeo and Juliet as a class, let’s explore how two or three different directors have interpreted that interaction. Instead of drawing a diagram of costal erosion, let’s watch news footage of buildings crashing into the sea as the cliff face collapses under the sea’s assault.

And it will be the same with AI. Imagine students being able to turn an initial idea into a fully-formed reality within seconds, realising the true potential of their imagination in real time, or road-testing a theoretical solution to a physics problem in a real-life context to see how their approach would work in application.

There are practical benefits in terms of how using AI and other technologies will cut teacher planning time, freeing them up to focus on the more imaginative, high-impact aspects of the job. AI could even aid that most traditional teacher bugbear – marking – and the impact of students getting feedback instantly rather than waiting to have their books returned days later cannot be underestimated.

In the next 10 years or so, education needs to show genuine leadership in technology. AI is fast becoming a key skill for universities and workplaces; it is already contributing to industries as diverse as advertising, filmmaking, bioscience, medicine and law.

Technology is ultimately run and used by people, and it is their understanding of how to harness the power of AI that will drive its use in the modern world. This will be education’s role.

I see incredible potential in technology to enhance the experience of both teachers and students. Fundamentally, I believe my former colleague was right, all those years ago, teaching is a cutting-edge profession, because we work at the point where the present and the future meet. Part of the reason we don’t know what the future holds is because we haven’t finished teaching the people that will make it happen.

You can also access previous Marking Guidance webinars for International GCSE and A-level Mathematics in our Training section.