That's the question worth answering. Lamdi is a student-owned tool that helps students see and manage their workload across every subject. Built for Year 7 through university. Here's what that means in practice — for students, for teachers, and for your school.
No. Lamdi is student-owned and student-driven. Teachers don't set it up, manage it, configure it, or monitor it. Students use it independently — the same way they might use a calendar or a notes app — except Lamdi is specifically designed for managing study workload.
It works alongside whatever your school already uses. It doesn't replace teacher tools, student information systems, or learning management platforms. It fills a gap those tools don't address — the student's own view of everything they're carrying across every subject.
No existing tool captures how students self-manage their study across subjects — which means schools have no behavioural evidence of the General Capabilities they're required to teach and report on. Lamdi is designed to generate this evidence at the cohort level, anonymised and mapped to ACARA. A pilot is how that data gets produced for your school for the first time. At the end you receive a report on workload management patterns that no other source can produce.
When students review and modify AI-generated tasks they are demonstrating reasoning, evaluating, and metacognitive reflection — the behaviours the capability requires. Lamdi is built to capture this at the behavioural level. Task modification rate becomes a direct, ongoing proxy for the capability — not a self-report.
Task completion patterns, capacity management, and workload distribution across subjects are direct indicators of self-management and organised working habits. Lamdi is designed to make this visible at the cohort level — evidence schools can use, not anecdote.
Most students have never had a single place to see all their work across all their subjects. The experience of adding everything to Lamdi — and seeing it laid out clearly for the first time — is often the most valuable moment.
"I don't know where to start so I don't start."
Lamdi gives Jordan one small task right now. Something completable in 20 minutes. The momentum of finishing one thing makes the next thing possible.
"I have so much to do I can't do any of it."
Lamdi shows Maya what's actually urgent versus what feels urgent. Across every subject, every deadline — a clear sequence. The paralysis lifts when the list becomes a plan.
"I can't tell if I'm on top of things or falling behind."
Lamdi gives Alex an honest read of their position — not what they feel, what's actually there. Completion rates, what's due, what's at risk. Clarity over anxiety.
It's the right question to ask — and the answer matters.
Lamdi uses AI to break an assignment into specific tasks — not to complete the assignment. "Find 3 credible sources on this topic and save their URLs" is a task. Writing the essay is still the student's job. The AI removes the overhead of deciding where to start. The work stays with the student.
Students review every AI-generated task and can change anything that doesn't feel right. That act of evaluating and modifying is itself a thinking skill. Students who use Lamdi are actively reasoning — not passively accepting output.
Lamdi started in tutoring sessions. Over twenty years — first as a maths tutor in high school and university, then increasingly as a coach — David worked one-to-one with more than a hundred students. The pattern was always the same. The capable ones weren't failing because of capability. They were failing because of interference: life, time, attention, not knowing where to start.
The conversations stopped being about maths and started being about what was on their plate, and how they were feeling about it.
Lamdi is that conversation, built into a product. Made by David and a small team in Canberra. Read more at Groundwork Education →
We're at an early stage. We're being deliberate about who we work with and how — because we want to learn as much as you do. A pilot is a structured experiment, not a product sale.
Thirty minutes. We explain what we're doing, what data you'll receive, and what we'll need from you across the pilot. No ongoing commitment from teaching staff.
We provide a simple guide. Setup takes under five minutes per student. No teacher facilitation required.
No teacher involvement is required during the pilot. Students manage their own workload using Lamdi alongside whatever your school already uses.
At the end of the pilot period you receive a cohort-level behavioural data report — anonymised, with ACARA capability mapping. Yours to keep.
Pilots are free. In exchange we ask for structured feedback and, where outcomes are positive, permission to reference the school in future conversations.
We're a small team working with student data. We take that seriously — not because we have to, but because we're building something we'd want used with our own kids.
All student data stored in Australia on AWS Sydney. Data sovereignty is not optional — it's infrastructure.
AES-256 encryption at rest. TLS in transit. Row Level Security — students can only access their own data, always.
Any reporting we share with schools is aggregate and anonymised. We never disclose individual student records.
Students and schools can request deletion of all data at any time. We action it within 14 days. No residual data retained.
We're not looking to sign up every school. We're looking for schools who are genuinely curious about the problem Lamdi is trying to solve — and willing to tell us honestly whether it's working.
We typically respond within two working days. We'll ask a few questions to understand whether Lamdi is a good fit before suggesting next steps.
Or email us directly at hello@groundwork.education