An AI tool a student can use every day. It just never writes the assignment.

LUCA is a module in the application a school already installs. Its help stays inside the student's own year of the curriculum, and it never writes the assignment. The module is in development.

What the help looks likeIn development

LUCA

A nudge in the right direction, not a finished paragraph.

When a student is stuck, the whole assignment is rarely missing. One place is where the thread breaks. LUCA is meant to catch exactly that spot: ask the question back, remind them the source has to go in, and help get the order of the paragraphs to hold together. The student still writes every word.

The illustration shows how the help is intended to work, not a finished module. LUCA is in development and is not part of the price.

The student writes

I have to write about the causes of the First World War, and I'm stuck after the introduction.

LUCA answers with

01Which of the causes do you know best? Write three lines about that one and you have your first paragraph.
02You mention a source in the introduction. Remember to put it in where you actually use it.
03A suggested order: cause, example, counter-argument, part conclusion.

NotA finished paragraph the student can paste in.

Boundaries

What LUCA will never do.

The boundaries come before anything else on this page, because they are what decides whether a school can say yes at all. They are not settings, and they do not get relaxed however good the model becomes.

Writes the assignment for the student. LUCA does not produce paragraphs a student can hand in as their own.
Replaces the teacher. LUCA is a helping hand for teaching, never a stand-in for the person who teaches and marks.
Answers first. It asks the question back and points at where the student can find the way forward themselves.
Helps with anything at all. The help stays inside the curriculum for the year that student is in.
Makes a decision about a student. Nothing from LUCA turns into a conclusion about a student's work.
Runs around the school's policy. The module exists only at the levels where the school has turned AI on.

The first two matter most. A tool that writes the assignment has taken the learning away from the student, and a tool that stands in the teacher's place has taken from the school the one thing no software should take over.

Getting there

Some of this is considerably harder to build than the rest.

The order below is not a calendar. It is sorted by how hard each piece is to build: the concrete first, the open-ended last. We put no date on any of these steps, and none of it can be used today.

FirstSources and structure: The most concrete piece, and so the first one: a reminder to attribute a source, and help getting the structure of the assignment in order before much has been written.
NextThe curriculum for the student's own year: The module knowing which year a student is in, and keeping the help inside what that student is meant to learn that year, rather than answering like a general-purpose AI tool.
LaterGuiding instead of answering: LUCA consistently asking back, and landing on the exact place a student got stuck. This is the hard part. The pedagogy is the whole difference, and it cannot be assembled in an afternoon.
Furthest outAn assistant a teacher can talk to: A teacher talking to LUCA about their own teaching and their own classes, not only reading flags from the exam module. It is the most open-ended thing here, and the furthest out.

LUCA is still in training. Not all of it arrives at once, and we do not announce a date we cannot keep.

Curriculum

The help stays inside what the student is actually meant to learn that year.

A general-purpose AI tool cannot tell a first-year student from one in their final year. That is exactly the difference LUCA has to know: which year the student is in, and what belongs to that year. The module has to serve several grades at once, so a curriculum is something looked up per student, not one fixed set for the whole school.

01

One curriculum per student, not one for the school

The module looks up which year the student is in and pulls the curriculum for exactly that year. The same question from two students in different years should get two different answers, and the younger year should not get the older one's material.

A library reading room seen between two white columns, wooden shelves packed with books, tall windows and a parquet floor, nobody present

02

Under the level the school already chose

LUCA is not a second policy running beside the school's. The module exists at the levels where the school has turned AI on and disappears at the ones where it is off. It is the same rule engine that governs the exam.

The teacher

LUCA has to do something for the teacher too. Without ever standing in the teacher's place.

LUCA

Not only for studentsIn development

A teacher should be able to talk to the module directly about their own teaching: what a class typically trips over in a topic, how to set an assignment so AI is part of it instead of being blocked, and what the declared use across a class actually shows. That is broader than reading flags from the exam module. It is an assistant that knows the curriculum the class is working through, and that a teacher can ask in plain language.

The boundary is the same one the student gets: a helping hand, never a replacement for the teacher. Every decision about a student is made by a person, and that does not change however good the model becomes.

The whole platform

A monitoring tool with a chatbot bolted onto the side is not what we are building.

A student installs one application. The first module enforces and documents the policy the school has set, and LUCA is meant to help that student use AI inside precisely the same policy. It is one mission seen from two sides: making it possible to use AI properly at school, not only to catch it being used wrongly.

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