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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).

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“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!

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The 5 best plants for the classroom

The best plants in a classroom

Growing plants at school is a great opportunity to teach children all about gardening. But, with so many holidays (and excitable children) to take into consideration, you’ll want something hardy that can tolerate classroom life and even improve it. Here, Nicky Roeber, Online Horticultural Expert from Wyevale Garden Centres, gives us his list of the five best plants for the classroom.

Growing plants in the classroom gives some great topics for children to learn about, from the life cycle of a flower and how to care for them, to the bugs and animals they can attract. Plus, some varieties are great for air purification, and others have been linked to better classroom performance, reduced stress and anxiety, and even better health (PHS Green Leaf). In this article, I’ll be giving you my expert advice on the top plants to grow in a learning environment.

Rubber tree plants 

Sensory plants are great for schools, aiding with sensory development and therapy of younger children. Because of their tough rubbery leaves, rubber tree plants are perfect to develop the sense of touch. As their name suggests, these plants are very hardy, so they’re good for classrooms full of excitable children. 

They also work to remove toxins, such as formaldehyde, from the atmosphere. Formaldehyde can come from many commonplace items found in schools, like paper towels and tissues, and has been linked to headaches, eyestrain, and is even classed as a carcinogen, which means it’s capable of causing cancer. So, rubber tree plants can actually reduce the risk of sickness and can even boost productivity!

Rubber Tree Palm
Rubber tree palm

If you’re looking for a quick-growing plant for your classroom, rubber tree plants are ideal and, due to their hardy nature, they’re relatively easy to take care of. They do grow best in bright or medium sunlight, though, so try to place them near a window if you can. 

Peace lilies

Peace Lily in your classroom
Peace lily

With their lovely white flowers and deep emerald leaves, peace lilies are perfect for brightening up even the darkest of classrooms. Teachers and children alike will feel more motivated to work each day in an attractive environment, feeling happier while doing it.

Because of its air purifying properties, the peace lily is probably one of the best indoor plants for cleaner air. It was even found by NASA to be particularly effective at removing harmful toxins, like trichloroethylene, formaldehyde, and benzene, from the atmosphere — the latter of which is commonly found in plastic, glue, paint and detergents — so, having a peace lily in your classroom can even improve health.

Peace lilies are one of the best plants for classrooms because they can tolerate the dry air from central heating quite well, and only need watering when the soil feels dry to the touch.

Bamboo palm

Bamboo Palm
Bamboo palm

Bamboo palms will make a great addition to your classroom, as they can inject some much-needed colour to greatly improve the space. They also pump moisture into the air, which is perfect in the winter when central heating can dry the air out. 

They’re relatively easy to care for, only needing water when the surface of the soil feels dry to the touch. However, they do grow best in bright indirect sunlight, so are best for lighter classrooms with windows. 



Dracaena plants are particularly great for busy classrooms, because they can tolerate quite a bit of neglect before they start to die. They can also grow well in darker environments so, if you’re in a classroom that doesn’t get much sunlight, these plants can still thrive.

They also have great air purifying properties, removing trichloroethylene, which can be found in some cleaning products. Exposure to trichloroethylene can cause dizziness, headaches, nausea, vomiting and diarrhoea, so, having a dracaena plant in your classroom could actually reduce sickness and absences. 

English ivy

English Ivy
English ivy

English ivy is perfect for smaller classrooms, as it can be grown on high shelves or on top of cupboards. They are also considered to be great sensory plants due to their interesting leaf shapes and trailing branches, which can hang down and make even the dullest of rooms look more attractive

English ivy is perfect for smaller classrooms, as it can be grown on high shelves or on top of cupboards. They are also considered to be great sensory plants due to their interesting leaf shapes and trailing branches, which can hang down and make even the dullest of rooms look more attractive

They’re relatively easy to take care of, only needing enough water to keep them moist when they’re still growing. They can typically tolerate dryer environments when they’re fully established. As one of the best indoor plants for low light, English ivy can fare particularly well in rooms without windows. Just remember that these plants are considered to be quick-growing, so you might need to trim the vines occasionally to stop them getting out of control. 

These five plants all have great benefits for the classroom. With quick growing plants like the rubber tree plant and English ivy, air purifying plants like the peace lily, and plants that are easy to care for like the dracaena and bamboo palm, you can easily improve your learning environment.

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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!