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    <title>CurricuLLM Blog (UK)</title>
    <link>https://curricullm.com/uk/blog</link>
    <description>Insights on AI in education, curriculum alignment, and the future of learning from the CurricuLLM team.</description>
    <language>en-GB</language>
    <lastBuildDate>Sun, 19 Apr 2026 04:23:15 GMT</lastBuildDate>
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    <item>
      <title><![CDATA[AI video economics, NYC's school AI playbook, and why infrastructure shapes what scales]]></title>
      <link>https://curricullm.com/uk/blog/ai-video-economics-nyc-school-ai-playbook-and-why-infrastructure-shapes-what-scales</link>
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      <description><![CDATA[This week covers the economics behind AI video's retreat, NYC's 30-page AI playbook for 1,600 public schools, the Australian Government's formal expectations for data centre and AI infrastructure developers, and new research from Common Sense Media on how families are thinking about AI.]]></description>
      <pubDate>Sat, 28 Mar 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[Engineering judgment, guided AI tutoring, and why sequence matters more than the model]]></title>
      <link>https://curricullm.com/uk/blog/engineering-judgment-guided-ai-tutoring-and-why-sequence-matters-more-than-the-model</link>
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      <description><![CDATA[This week covers a Penn Engineering course that teaches engineers to work across code, law and responsibility, a randomised study showing that guided AI tutoring with sequenced practice outperforms open-ended AI, a free CurricuLLM training session for teachers, and strong early results from NSWEduChat at Gymea Technology High School.]]></description>
      <pubDate>Sat, 21 Mar 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[Online safety codes, chatbot safety testing, and why guardrails are design requirements]]></title>
      <link>https://curricullm.com/uk/blog/online-safety-codes-chatbot-safety-testing-and-why-guardrails-are-design-requirements</link>
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      <description><![CDATA[Australia's Age-Restricted Material Codes are now in effect and apply to AI chatbots, CNN and CCDH surface alarming gaps in chatbot safety for teens, Stargate shows early signs of infrastructure normalisation, and positive examples from the British Council, Lagos, and Karnataka show what deliberate AI in education can look like.]]></description>
      <pubDate>Sun, 15 Mar 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[Age-appropriate AI, assessment integrity, and why the curriculum is the cleanest guardrail]]></title>
      <link>https://curricullm.com/uk/blog/age-appropriate-ai-assessment-integrity-and-why-the-curriculum-is-the-cleanest-guardrail</link>
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      <description><![CDATA[This week covers why age appropriateness cannot be bolted on to AI in schools, takeaways from the Sydney Morning Herald Schools Summit, a new CurricuLLM release, Alpha Schools and the claims worth watching, and why businesses remain liable for what their chatbots say.]]></description>
      <pubDate>Sun, 08 Mar 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[The future of software development, low code, and why the ceiling does not matter]]></title>
      <link>https://curricullm.com/uk/blog/the-future-of-software-development-low-code-and-why-the-ceiling-does-not-matter</link>
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      <description><![CDATA[Even if AI improvement stopped tomorrow, software development is already on a different track. The tools have crossed a threshold where the economics and the process change. Here are my thoughts on what that means for developers, low code platforms, and the shape of work this year.]]></description>
      <pubDate>Sun, 01 Mar 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI fluency, whole-school adoption, and why the direction matters more than the speed]]></title>
      <link>https://curricullm.com/uk/blog/ai-fluency-whole-school-adoption-and-why-the-direction-matters-more-than-the-speed</link>
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      <description><![CDATA[People are getting fast at using AI, but that is not the same as getting good at working with it. This week we look at what fluency actually means, how Australian independent schools are approaching whole-school AI adoption, and why the policy debate needs to focus on direction, not just speed.]]></description>
      <pubDate>Sat, 28 Feb 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[Curriculum knowledge, critical thinking, and why the evidence base needs to keep pace]]></title>
      <link>https://curricullm.com/uk/blog/curriculum-knowledge-critical-thinking-and-why-the-evidence-base-needs-to-keep-pace</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/curriculum-knowledge-critical-thinking-and-why-the-evidence-base-needs-to-keep-pace</guid>
      <description><![CDATA[From our first whitepaper benchmarking what AI actually knows about the curriculum, to the growing consensus that research itself needs to move faster, this week highlighted the gap between what we assume AI can do in schools and what it actually delivers.]]></description>
      <pubDate>Sat, 21 Feb 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[Global perspectives on AI adoption and the gap between use and capability]]></title>
      <link>https://curricullm.com/uk/blog/global-perspectives-on-ai-adoption-and-the-gap-between-use-and-capability</link>
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      <description><![CDATA[From Mexico's high AI uptake to Australia's governance frameworks, education systems globally are wrestling with the same question: how do we close the gap between AI adoption and capability in schools?]]></description>
      <pubDate>Sat, 14 Feb 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[Dashboards, divergent thinking, and the workflows AI is quietly reshaping in schools]]></title>
      <link>https://curricullm.com/uk/blog/dashboards-divergent-thinking-and-the-workflows-ai-is-quietly-reshaping-in-schools</link>
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      <description><![CDATA[There is a widening gap between what teams want right now and what enterprise platforms can deliver without weeks of setup. That tension is reshaping software, workflows, and the way we think about AI for schools.]]></description>
      <pubDate>Sat, 07 Feb 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[From laws to chips to agency: what the next wave of AI for schools is really about]]></title>
      <link>https://curricullm.com/uk/blog/from-laws-to-chips-to-agency-what-the-next-wave-of-ai-for-schools-is-really-about</link>
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      <description><![CDATA[There's a pattern emerging across education policy, government platforms, and the AI stack itself: we're moving from "can we use AI?" to "what *should* AI do, and what must it *never* do?"]]></description>
      <pubDate>Sat, 31 Jan 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[Beyond the Hype: Navigating the Reality of AI for Schools in 2026]]></title>
      <link>https://curricullm.com/uk/blog/beyond-the-hype-navigating-the-reality-of-ai-for-schools-in-2026</link>
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      <description><![CDATA[If there is one takeaway from the start of 2026, it is that the "pilot phase" of artificial intelligence in education is coming to an end. We are moving rapidly into an era where AI for schools is less about novelty and more about routine, infrastructure, and pedagogical strategy.]]></description>
      <pubDate>Sat, 24 Jan 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[What's Actually Changing in AI for Schools in 2026 and What Matters Most]]></title>
      <link>https://curricullm.com/uk/blog/whats-actually-changing-in-ai-for-schools-in-2026</link>
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      <description><![CDATA[If you work in education right now, you can feel the shift. Not in a single "big bang" moment, but in a steady change to what students and teachers expect from technology.]]></description>
      <pubDate>Sat, 17 Jan 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[The real story of AI for schools is literacy, equity, and what hardware makes possible]]></title>
      <link>https://curricullm.com/uk/blog/the-real-story-of-ai-for-schools-is-literacy-equity-and-what-hardware-makes-possible</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/the-real-story-of-ai-for-schools-is-literacy-equity-and-what-hardware-makes-possible</guid>
      <description><![CDATA[AI for schools is having a weird moment. On one hand, we're seeing real learning gains in places where traditional resources are scarce. On the other, we're watching AI slip into classrooms faster than our ability to teach students how to interpret it safely.]]></description>
      <pubDate>Sat, 10 Jan 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is becoming a safety conversation and not just a learning conversation]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-becoming-a-safety-conversation</link>
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      <description><![CDATA[AI for schools has mostly been framed as a productivity story. But the way AI behaves, the way it speaks, and the way people relate to it is quickly becoming a safety issue.]]></description>
      <pubDate>Sat, 03 Jan 2026 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools works best when it fits the messy reality of email, trust, and how people actually get work done]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-works-best-when-it-fits-the-messy-reality</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-works-best-when-it-fits-the-messy-reality</guid>
      <description><![CDATA[It still blows my mind how much workflow is just email. If AI doesn't respect the real flow of work, it won't land. If it does, it can quietly remove the friction that wastes everyone's time.]]></description>
      <pubDate>Sat, 27 Dec 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is moving from "cool tools" to "whole systems" and 2035 is closer than we think]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-moving-from-cool-tools-to-whole-systems</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-moving-from-cool-tools-to-whole-systems</guid>
      <description><![CDATA[A lot of my week has been one long reminder that AI is not just a feature you bolt onto a product. It's starting to change how entire systems work.]]></description>
      <pubDate>Fri, 19 Dec 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI is everywhere at work but only a few organisations are actually transformed and that gap is the story]]></title>
      <link>https://curricullm.com/uk/blog/ai-is-everywhere-at-work-but-only-a-few-organisations-are-actually-transformed</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-is-everywhere-at-work-but-only-a-few-organisations-are-actually-transformed</guid>
      <description><![CDATA[Most leaders say it's already making a significant impact. Most employees are using it regularly. And yet, when you look at what has actually changed inside organisations, the results are far more modest than the hype suggests.]]></description>
      <pubDate>Tue, 09 Dec 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is being shaped right now by the choices leaders make about autonomy, safety, and trust]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-being-shaped-by-choices-leaders-make-about-autonomy-safety-and-trust</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-being-shaped-by-choices-leaders-make-about-autonomy-safety-and-trust</guid>
      <description><![CDATA[It feels like AI leaders are starting to speak more plainly about the scale of decisions ahead. Not "AI will change everything" in the usual hype way, but more like "we are approaching a period where we may hand real autonomy to systems we don't fully understand".]]></description>
      <pubDate>Wed, 26 Nov 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools in 2026 might be less about hype and more about friction, trust, and boundaries]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-in-2026-might-be-less-about-hype-and-more-about-friction-trust-and-boundaries</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-in-2026-might-be-less-about-hype-and-more-about-friction-trust-and-boundaries</guid>
      <description><![CDATA[Peak hype? Maybe. Macquarie Dictionary just announced "AI slop" as its word of the year. It's funny, but it also captures something real. A lot of the public conversation has shifted from wonder to fatigue.]]></description>
      <pubDate>Tue, 25 Nov 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[What AI tutors mean for AI for schools and why teachers still matter]]></title>
      <link>https://curricullm.com/uk/blog/what-ai-tutors-mean-for-ai-for-schools-and-why-teachers-still-matter</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/what-ai-tutors-mean-for-ai-for-schools-and-why-teachers-still-matter</guid>
      <description><![CDATA[AI tutors are getting good. Like, properly good in some contexts. But the more I read, the more I'm convinced the story isn't "AI replaces teaching". It's "AI changes what teaching is for".]]></description>
      <pubDate>Tue, 18 Nov 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools won't scale on good tools alone and the real lever is leadership]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-wont-scale-on-good-tools-alone-and-the-real-lever-is-leadership</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-wont-scale-on-good-tools-alone-and-the-real-lever-is-leadership</guid>
      <description><![CDATA[One of the themes that keeps coming up for me is how easy it is to confuse access with adoption. We roll out a tool. We run a pilot. We write a policy. Then we're surprised when usage is uneven, impact is mixed, and momentum fades.]]></description>
      <pubDate>Tue, 11 Nov 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is entering a new phase where transparency, scale, and safety have to grow together]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-entering-a-new-phase-where-transparency-scale-and-safety-grow-together</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-entering-a-new-phase-where-transparency-scale-and-safety-grow-together</guid>
      <description><![CDATA[This week felt like a mash-up of three timelines running at once. One is the deep research timeline, where labs are trying to make models more explainable and monitorable. Another is the deployment timeline, where real systems are rolling out to real students at state scale.]]></description>
      <pubDate>Tue, 04 Nov 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is now about trust, relationships, and the new expectation of immediacy]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-now-about-trust-relationships-and-the-new-expectation-of-immediacy</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-now-about-trust-relationships-and-the-new-expectation-of-immediacy</guid>
      <description><![CDATA[It's not just "AI helps learning" or "AI automates tasks". It's that AI is becoming part of how students relate to information, to feedback, and sometimes even to companionship. That shifts the social texture of learning in ways we haven't had to think about at scale before.]]></description>
      <pubDate>Thu, 30 Oct 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is moving from chatbots to context aware systems and national strategy]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-moving-from-chatbots-to-context-aware-systems-and-national-strategy</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-moving-from-chatbots-to-context-aware-systems-and-national-strategy</guid>
      <description><![CDATA[This week's reads felt like a reminder that "AI in education" is no longer one conversation. It's becoming a stack. At the top you've got national plans, compute, exports, and public trust. In the middle you've got foundations models, agents, and platforms.]]></description>
      <pubDate>Thu, 23 Oct 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[What South Australia's EdChat results tell us about AI for schools and what the South Korea rollout warns us about]]></title>
      <link>https://curricullm.com/uk/blog/what-south-australias-edchat-results-tell-us-about-ai-for-schools-and-what-the-south-korea-rollout-warns-us-about</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/what-south-australias-edchat-results-tell-us-about-ai-for-schools-and-what-the-south-korea-rollout-warns-us-about</guid>
      <description><![CDATA[Two stories landed for me this week and they sit in tension with each other. One is South Australia's EdChat Insights Report. The other is South Korea's AI textbook experiment, which was rolled back after just four months. Same broad ambition. Very different outcome.]]></description>
      <pubDate>Thu, 16 Oct 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
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    <item>
      <title><![CDATA[AI for schools is becoming a national priority and the classroom is where it gets real]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-becoming-a-national-priority-and-the-classroom-is-where-it-gets-real</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-becoming-a-national-priority-and-the-classroom-is-where-it-gets-real</guid>
      <description><![CDATA[A lot of the AI conversation still sounds like it lives in tech companies and venture capital decks. But the signals are getting clearer. Education and workforce development are moving to the centre of national AI strategy.]]></description>
      <pubDate>Thu, 09 Oct 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools will create better learning or better theatre and it depends what we choose to reward]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-will-create-better-learning-or-better-theatre-and-it-depends-what-we-choose-to-reward</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-will-create-better-learning-or-better-theatre-and-it-depends-what-we-choose-to-reward</guid>
      <description><![CDATA[When I was a child, I loved watching Bagpuss. One episode has stayed with me for years: the "chocolate biscuit machine". The mice proudly show off a marvellous contraption that turns breadcrumbs and butter beans into chocolate biscuits. Except it doesn't.]]></description>
      <pubDate>Fri, 03 Oct 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
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    <item>
      <title><![CDATA[AI for schools is getting real with new rights guidance and bigger guardrails]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-getting-real-with-new-rights-guidance-and-bigger-guardrails</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-getting-real-with-new-rights-guidance-and-bigger-guardrails</guid>
      <description><![CDATA[This week felt like a reminder that AI in education has moved past the "interesting experiments" phase. We're now in the phase where systems are publishing guidance, regulators are adding rules, and school networks are rolling out tools at scale.]]></description>
      <pubDate>Fri, 26 Sep 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is entering the ambient era]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-entering-the-ambient-era</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-entering-the-ambient-era</guid>
      <description><![CDATA[Some are flashy, like AR glasses and "agentic browsers". Some are boring-in-a-good-way, like procurement guidance and classroom guardrails. Put together, it feels like we're moving from "AI as a tool you open" to "AI as a layer that sits around you".]]></description>
      <pubDate>Fri, 19 Sep 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is forcing a reset on assessment, safety, and trust]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-forcing-a-reset-on-assessment-safety-and-trust</link>
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      <description><![CDATA[Student AI use has grown so fast that the old assumptions about homework, essays, and "independent work" are starting to break. A lot of teachers now assume take-home essays and reports will be completed with the help of chatbots.]]></description>
      <pubDate>Sat, 13 Sep 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[AI for schools is becoming a national project and a safety debate at the same time]]></title>
      <link>https://curricullm.com/uk/blog/ai-for-schools-is-becoming-a-national-project-and-a-safety-debate-at-the-same-time</link>
      <guid isPermaLink="true">https://curricullm.com/uk/blog/ai-for-schools-is-becoming-a-national-project-and-a-safety-debate-at-the-same-time</guid>
      <description><![CDATA[The conversation about AI for schools is starting to split into two tracks that are both true. One track is optimism. Governments and big tech are launching programs to "bring AI into classrooms" and make the country more competitive. The other track is caution.]]></description>
      <pubDate>Sat, 06 Sep 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
    </item>
    <item>
      <title><![CDATA[Teachers are under pressure and AI for schools needs to reduce the load, not add to it]]></title>
      <link>https://curricullm.com/uk/blog/teachers-are-under-pressure-and-ai-for-schools-needs-to-reduce-the-load-not-add-to-it</link>
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      <description><![CDATA[New research from UNSW shows just how stretched Australian teachers have become. Ninety per cent are experiencing severe stress. Nearly seventy per cent say their workload is unmanageable. Rates of depression and anxiety are more than double the national average.]]></description>
      <pubDate>Fri, 29 Aug 2025 00:00:00 GMT</pubDate>
      <author>hello@curricullm.com (Dan Hart)</author>
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