Posted on Leave a comment

LOGICO feedback | The Lightyear Foundation

lightyear foundation logo

As you probably already know, this summer we made a pledge to give the Lightyear Foundation 5% from each LOGICO sale. We truly believe that this charity has amazing and the most creative ideas about how STEM can reach to anyone, including those with Special Educational Needs! They create workshops, outreach programmes and organise trips, all in the sentiment of ‘STEM is for all’. And so it is!

LOGICO supports the development of many skills, including many of those in the areas of Maths. So, the Lightyear Foundation asked a young volunteer to give it a go. Poppy, who played with Nannie Jillie, really enjoyed the game! THANK YOU for taking your time to send LOGICO your feedback!

Feedback from Poppy, aged 12 with Cerebral Palsy

“I love these games.  The colourful dots are really good because they don’t fall off so you never lose them. There’s lots of different games you can try, they make you think really hard and I need a bit of help but I’ve really enjoyed playing them.”

Poppy playing with LOGICO!
Poppy playing with LOGICO!

Nannie Jillie who played with Poppy:

“I thought the games were Innovative, thought provoking, engaging and fun! They have multiple benefits on so many different levels.  For these reasons I think the best results are achieved when used with adult guidance.” 

LOGICO supports…

They also thought that LOGICO was quite robust and attractive with the bold colours of the buttons. As for size and weight, Poppiest and Nanny Jillie found it manageable and the right size, and the round disks were fairly easy to move around. Moreover, they also found that by having to physically move the buttons, it allows for downtime and thinking time!

Nannie Jillie thought that LOGICO has many benefits. She found that it supported many areas of Maths, such as numeracy and comparison of numbers. LOGICO really helped with the understanding of numbers and the application of ‘more‘ and ‘less‘. Some tasks also build on colour consolidation and understanding. Furthermore, children, whilst playing LOGICO need to calculate their answer whilst retaining this information mentally and transferring to a practical skill by putting the discs in correct positions in the frame. It definitely supports co-ordination and dexterity!

They also found that the major benefits of LOGICO are to encourage multi-stage thought processes, which are not easy for small children to develop. By doing so, children mentally retain one skill (e.g. the answer) while practically applying another skill (selecting and positioning the discs).

Shop now for LOGICO!

“I enjoyed playing this game with Poppy (age 12) but I needed to read and assess what was required first before talking her through step by step, then checking her reading, checking her understanding / explaining instructions and guiding her.   In this way, off she went enthusiastically!  She enjoyed it and was able to do Games 1 to 8 (over 2 separate sessions).   She was delighted when she could check her correct answers .”

– as quoted from Nanny Jillie

Thank you again for your feedback and we’re glad you have embarked on the LOGICO learning journey!

Posted on Leave a comment

LOGICO has been featured on SENResources!


We are proud to announce that the Special Educational Needs Resources blog has reviewed LOGICO PRIMO! The review highlighted all the good things we love about LOGICO! So, its ease of use, its portability and the playful learning – all got a mention. Above all, LOGICO is used and tested by children, who enjoy playing with it. Nevertheless, with each and every activity, we are encouraging young learners to build their confidence in learning. LOGICO does exactly just that.

LOGICO in education

So, how does this fit in with teaching children with Special Educational Needs?

Enjoyability and building confidence – these are the key words to success with any learner. Moreover, LOGICO is easy to differentiate. There are 11 available card sets in the LOGICO PRIMO range. This spans over the age bracket of 3 to 6 years. Each learning card set has an age shown, for guidance. So, teachers can choose the most appropriate sets for their learners. Furthermore, learning cards in each set start with easier levels, progressing towards more difficult ones. So, the skills gained in each task build up towards the next one.
The blog post also highlighted that children do not need to speak, read or write to use LOGICO. It is indeed very special, giving children a chance to progress in learning new skills, regardless any of these abilities.

Teachers have achieved great results using LOGICO with children with Special Educational Needs. Patience is usually a key to learning. LOGICO encourages this by using bright, colourful buttons which children need to physically handle. Children slide the buttons next to the correct solution, without noticing that they are practising a pencil grasp!


Teachers said that the children using LOGICO became more patient, over time. The LOGICO method contributes to this. First, an adult has to explain the task. This is followed by children selecting a colourful button and finding the corresponding coloured spot on the task area. After children worked out the solution, they need to look on the right-hand side of the task card. Then, move the button to the correct position. You can, of course, work ‘backwards’ and start by looking at the images on the right-hand side. Either way, there is a real method and challenge in the process. This gives that extra twist to encourage children’s logical thinking.

Being independent is so important! When children move all six buttons in their positions, they can easily check their answers by flipping the cards over. The solutions are on the back of each card. Children can see whether their answers are correct!

LOGICO in education

Tactile, screen-free and portable

LOGICO does not require batteries and it is screen-free. ‘Unplugged’, as they call it! It is portable and is easy to handle. LOGICO is durable and wipeable. Therefore, it can be used either either indoors or outdoors. LOGICO is portable, as it can be used on the move. For example, in the car, on the train, on the beach or any other outdoor setting. There are no loose parts at all. Another bonus is that the buttons, once slid into position, will stay where they are. This means, that children can always go back to to the task, where they left it.

Being screen-free is a huge bonus. Using screens has been controversial and it is still not clear what impact screens really have on us and our children. The illustrations and colours used in LOGICO are age-appropriate. Whilst gently stimulating children’s learning, the illustrations also engage them. Children can relate to the images as they often depict scenes from their daily lives. For example, what children do in different times of the day, such as at bedtime or playing with sand or particular toys and so on.

LOGICO is just a starting point

LOGICO perfectly complements teaching. The various topics fit in really well with children’s everyday learning in this age group. By doing so, each card can be a conversation or a start of something more or bigger. For example, if you counted shapes on a LOGICO card, why not practise drawing these shapes afterwards? Children are also happy to talk about the illustrations. This helps expand children’s vocabulary and later on, this can lead to practising sounds (phonics learning) or writing.

Would you like to find out more?

Drop us an e-mail via or call us on + 330 133 1628.

Posted on Leave a comment

Using LOGICO in the classroom – Teacher interviews

This is the summary of the second part of Andrea’s interview, where she asked her fellow colleagues to find out how they use LOGICO in their classroom teaching. 

Why do you use LOGICO in your classroom? What benefits and learning opportunities can you see in this learning resource?

‘It motivates students, thanks to the design and the easy handling of the learning material’ (i.e. LOGICO frame and learning cards)

‘It is possible to differentiate and to support individual students’

‘(LOGICO) makes it possible to provide students with specific and meaningful tasks’

‘With LOGICO’, students can work at their own pace. Students can check their own solutions and record the results by themselves’

How much do your students like working with LOGICO?

Fellow colleagues found that almost all children like working with LOGICO and for an extended period of time. Teachers often use LOGICO during ‘free learning’ phases, where children can choose their own learning activities.

Teachers reasoned as:

‘The (LOGICO) content and themes are child-oriented and appealing to children’

‘Children are given instant feedback with the possibility of self-checking’

‘Students are not required to write’

Are there any potential difficulties using LOGICO?

Teachers agreed that, just like using any other differentiated teaching materials, it requires longer preparation of the activity.

In conclusion, teachers have found that LOGICO is a useful classroom resource and it is very rewarding to work with. Once integrated in one’s classroom teaching, LOGICO provides an opportunity for teachers to encourage and challenge children through the tasks provided. LOGICO complements other teaching resources and materials really well. Teachers feel more confident at supporting students at their individual levels and provide a more tailored approach to differentiated tasks.

Posted on Leave a comment

What do children think of LOGICO?

The interview below was conducted by Andrea Muschknowski, primary school teacher and co-author of the LOGICO boxes in Germany. LOGICO has multiple uses and it can easily be adapted to suit different learning phases and form part of the classroom routine. LOGICO can be used in many ways and it works well in both individual, paired work or whole class teaching. Children can self-check their answers or they can work with a partner to solve solutions together. The individual learning cards have been carefully designed to expand vocabulary as well as encourage local and/or mathematical thinking.

Children working in pairs using LOGICO

Ms Muschkowski: Briefly describe, when do you use LOGICO in your learning and what for.

Leona: I know LOGICO for example from the free learning phase at the beginning of the school day. Before classes begin in the morning, we have the chance use different learning materials. We choose independently a card from a box and work it out. If we want to repeat or practice anything specific from a subject like German, Math or English, we take a card from the “subject box”.

Wangyu: With LOGICO I learn at home and at school. When I came to school here, I barely spoke German. Ms. Muschkowski gave me the box “Listen-LOGICO” and a discman to practice German. Without reading, I was able to solve the assignments just by listening and looking at the pictures.
I learnt more and more German words and how to pronounce them properly. Also in special support lessons at school, we regularly work with LOGICO. Among others, we use the images of the cards, to tell, to learn new words and to formulate phrases correctly.

Janne: Frequently during lessons, we may also – when we have finished our other tasks – take LOGICO frames with already given cards.

Using LOGICO in the classroom

Pablo: Most often we are working with LOGICO during times of the week plan or free learning phases. In free learning phases (which follow mainly the completion of the week plan) we can work and learn with LOGICO depending on our own interest, either alone or with the help of Ms. Muschkowski.

Ms Muschkowski: Pablo, you said that you learn, especially during the week plan phases with LOGICO. Could you explain this in more detail?

Pablo: On Mondays, each child receives a weekly plan with different tasks in the subjects German, Mathematics and English. On the week plan Ms. Muschkowski lists the cards (card number), and in which area to find them (symbol – top right of the card), whether we shall work alone or with a partner and if we need a Discman or CD player (for LOGICO- Box “English for Beginners”). Gradually, we take the cards by ourselves from each box and work them out, the way it is written in our week plan. (Photo 1)

Ms Muschkowski: Pablo mentioned that sometimes you learn with a partner. How exactly does that work?

Leona: During the week plan phases or in English class, we often work out LOGICO cards with a partner, especially cards where we do not listen to CD. We take turns to talk about the tasks and give each other advice, when we have a word or phrase that we cannot read or understand. We can solve most tasks together, without asking the teacher for help. (see photo below)

Vincent: Sometimes I work with a partner when it comes to an additional task on the back of LOGICO card (Writing tasks, communication or researchers tasks). I can discuss the questions with my partner or we work together to find a solution.

Ms Muschkowski: How and where do you document you findings?

Janne: When I have finished a LOGICO card and checked my answers, I mark the appropriate card number with a pencil or a small sticker on my mini- learner. (see photo above)

Leona: If I made many mistakes with a card, I will write the number of mistakes beside the card number in my mini-learner and later I will solve the same card again. After some repetition, I know that I am getting better and it helps me prepare for the “level tests”.

Ms Muschkowski: When and why do you write the level tests?

Vincent: If we have finished a subject area completely, we usually write a “Test Your Knowledge”. A short time later Ms Muschkowski will discuss the results with us and decide whether we need to repeat any specific exercises.


Ms Muschkowski: Explain why you like working with LOGICO?

Janne: I enjoy working with LOGICO because I can choose for myself what I want to learn, practice, or repeat. During free learning phases I can choose between easier or more difficult learning cards and even determine how long and how much work I want to do.

Wangyu: I like the most, that I do not work with a book or write in my note book. With LOGICO I can start right away, without having to get out different materials.

Leona: I like that I can check my answers by myself and can record in my learner-mini, what I’ve done. In this way, I do not lose time and can always see what cards I have already worked out and where I can continue next time.

Pablo: What I like best about LOGICO is, that there are tasks for which I have to think and reflect. Often I learn something new or I improve in a certain area.

Vincent: I like the fact that I can get help on the back of the cards or work together with another child if I am unsure and do not know how to proceed.

Ms Muschkowski: Are there any difficulties in working with LOGICO or is there anything you do not like?

After short discussion, all students agree and answer the question with a clear NO.

Ms Muschkowski: Imagine, you could participate in publication of new LOGICO projects. What ideas would you have?

Leona: I would make white LOGICO cards. Then each child could choose his favorite theme and create own cards. Furthermore, everyone could decide how many questions are there and what colors of the buttons are used.

Vincent: I would develop a LOGICO App* (application) or a LOGICO computer program. Then I could start working with LOGICO everywhere and would not have to wait for a LOGICO board or a particular card.

Working with LOGICO

This interview clearly shows that children of a second year are already able to deal consciously and differentiated about their teaching materials and that they are experiencing LOGICO as an opportunity to reflect and shape their individual learning.

To be continued with teacher interviews!