Learning Standards
Our Curriculum
Loopz is a game kids choose to play. This page is the learning underneath it: every domain is aligned to a curriculum or framework recognised in its field. We don't invent our own scope and sequence; we build on frameworks backed by decades of research and international evidence. Here is the case for each choice.
Mathematics
Aligned to the Singapore Ministry of Education (MOE) 2021 Primary Mathematics Syllabus, covering Pre-Kindergarten through Primary 5.
Why does Loopz teach math the Singapore way?
Singapore's approach to mathematics is the most studied, most copied, and most successful in the world. The evidence is not subtle. Scroll through it.
The world's top-ranked math curriculum
In PISA 2022, the most comprehensive international study of applied mathematical reasoning, Singapore ranked first among 81 countries with a score of 575, the highest any country has ever recorded.
PISA tests how well 15-year-olds apply mathematical thinking to real-world problems. It is not a test of memorised facts, but of genuine reasoning.
Decades at the top, not a one-year fluke
Singapore has sat at the top of PISA mathematics in every cycle since it first took part in 2009, always far above the OECD average. In 2022 the gap widened further, as scores fell across the OECD but held firm in Singapore.
Consistency like this is rare. Most systems rise and fall between cycles; Singapore's barely move, and only upward.
Not just the average, far more top performers
Singapore doesn't only lead on the mean score. It produces dramatically more high performers: 41% of its 15-year-olds reached the two highest proficiency levels in PISA 2022, against an OECD average of just 9%.
That is more than four times the share of advanced mathematical reasoners produced by comparable developed nations.
The whole class rises, not just the top
A system can look strong on averages while leaving a long tail behind. Singapore does not. 92% of its 15-year-olds reach at least Level 2, the baseline where students can use mathematics in everyday situations, against 69% across the OECD.
Put the other way: only 8% of Singapore's students fall below that baseline, compared with roughly 31% on average. The method lifts the strugglers as much as the stars.
It wins on two very different tests
In TIMSS 2023, which tests curriculum mastery at Grade 4 and Grade 8, Singapore again placed first in both age groups.
PISA and TIMSS measure different things. One rewards real-world problem solving, the other rewards foundational knowledge. Singapore leads both, which rules out the idea that its success is a narrow testing artefact.
Built for understanding, not memorisation
Every concept follows the Concrete-Pictorial-Abstract (CPA) sequence, developed from psychologist Jerome Bruner's learning theory. Children explore an idea through physical objects, then represent it in diagrams, and only then express it with numbers and symbols.
By the time a child writes an equation, they already understand what it means.
The same problem, taught two ways
Take 3 × 4. A traditional approach asks a child to memorise the answer. The CPA approach builds the meaning first: three groups of four objects, then a drawn grid, and only then the symbols.
Research consistently shows CPA students retain concepts longer and apply them to unfamiliar problems more readily than students taught by rote.
Fewer topics, taught to mastery
Analysing international data, researchers led by William Schmidt found that in a typical US 8th-grade textbook only a quarter of topics were new since 4th grade; the rest simply repeated earlier years. They called this "a mile wide and an inch deep."
Singapore does the opposite: fewer topics each year, each taught to mastery before moving on. Every year adds genuine new depth, not revision.
Proven well beyond Singapore
In 2016, the UK government committed up to £41 million to bring Singapore-style mastery maths to around 8,000 primary schools, roughly half of all primaries in England.
Independent trials by the Education Endowment Foundation found pupils made up to two additional months of progress, and a University of Oxford study confirmed the approach works in English classrooms. It transfers because it is built on how children actually learn.
How Loopz puts this to work
Number Nebula isn't "inspired by" Singapore Math; it is structured around the actual MOE 2021 syllabus, grade by grade, from Pre-K through Primary 5. Every mission follows the Concrete-Pictorial-Abstract path: children drag and group real objects before they ever touch a symbol, and a concept is only marked mastered once it's solved without hints.
The result is the same depth-first, understanding-first approach that put Singapore at the top of the world, rebuilt as missions a four-year-old can fall in love with.
Read the full Singapore Math syllabus (PDF)Sources: OECD PISA 2022 Results (Volume I); IEA TIMSS 2023 International Results in Mathematics; Education Endowment Foundation; University of Oxford Department of Education; Singapore Ministry of Education 2021 Primary Mathematics Syllabus.
Computer Science
Built around computational thinking, aligned with the CSTA K-12 Computer Science Framework and England's National Curriculum for Computing.
Why teach computer science to a four-year-old?
Not to make them programmers. Because at this age, learning to think computationally builds focus, problem-solving and confidence that show up far beyond the screen. Here is the evidence.
A way of thinking, not a language
Loopz does not teach a specific app or syntax. It teaches computational thinking: the four habits of mind that every computer science curriculum, including the CSTA K-12 framework, puts at its core.
They are powerful problem-solving moves, scaled down to a puzzle a four-year-old can solve through play.
Concepts first, so the learning lasts
Children start with blocks they can drag and play with, never typing or jargon. But the idea underneath, like a loop that repeats, is the very same one used in real languages such as Python and JavaScript.
So it is a genuine foundation, not a toy: the thinking carries forward when they are ready.
Built for how young children learn
Coding is not too early for a four-year-old. Researchers like Marina Bers at Tufts describe early coding as a new literacy, learned the way children learn language: through play, expression, and trial and error.
Given the right tools, children as young as four can grasp the building blocks of a program long before they can type.
It strengthens focus and self-control
In a controlled study of primary-grade children, just eight short coding lessons improved planning and self-control, the brain's "executive functions", as much as or more than seven months of regular classroom activities.
These are the very skills that help a child sit with a hard problem and see it through.
The thinking carries into other subjects
A meta-analysis of 105 studies found that learning to code produces real transfer to other kinds of thinking, with the biggest gains in creative thinking, mathematics, and the ability to plan and check one's own work.
In other words, the benefits do not stay on the screen.
The world starts early
Education systems are reaching the same conclusion. England made computing compulsory for every child from age five in 2014, the first major nation to do so.
More countries now introduce computing in primary school rather than waiting for high school. Starting young is not unusual; it is becoming the norm.
repeat (4) {
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}for i in range(4):
move()for (let i = 0; i < 4; i++) {
move();
}How Loopz puts this to work
Logic Reach is built around the four habits, not a particular language. Children break a goal into steps, spot the pattern that repeats, and assemble an algorithm out of blocks they can drag and play with, earning sequencing, loops and conditionals as ideas they genuinely own.
Because the thinking comes first, what they gain (focus, problem-solving, and the confidence to try, fail and fix) travels with them: to the next puzzle, to other subjects, and to the way they meet a challenge away from the screen.
Read the K-12 Computer Science FrameworkSources: CSTA K-12 Computer Science Standards; M. Bers, "Coding as a Playground" (Tufts DevTech); Arfe, Vardanega & Ronconi (2019), Frontiers in Psychology; Scherer, Siddiq & Sanchez Viveros (2019), Journal of Educational Psychology; UK Department for Education.
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