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Chessschool

Teacher library · 40 minutes · Adapt the pace to your group

The board and square names

Open the worksheet Related digital lesson

Before you start

Prerequisites: No chess knowledge required. Pupils can recognise a–h and 1–8, or receive support.

Materials: One board and two counters per pair, a pencil per pupil, a demonstration board and a printed worksheet.

After this lesson, pupils can…

An empty board, viewed from White’s side. Use the labels to find each square. Movement diagram, not a complete game.
An empty board, viewed from White’s side. Use the labels to find each square. Movement diagram, not a complete game.

Teach the lesson

  1. 0–5 minutes

    Start and recall

    You do or ask: Ask pupils to recall the prerequisite: No chess knowledge required. Pupils can recognise a–h and 1–8, or receive support. Have everyone choose an answer before you discuss it.

    Pupils do: Pupils explain a known rule and compare their answer with a partner.

  2. 5–12 minutes

    Demonstrate the idea

    You do or ask: Turn a board the wrong way round. Ask how pupils can check it. Show h1 as the light bottom-right corner. Find e4 by reading the file first and the rank second.

    Pupils do: Pupils predict a move or result, then explain which rule confirms it.

  3. 12–22 minutes

    Guided pair practice

    You do or ask: Call a1, h8, c3 and f6. Both pupils place a counter independently before comparing. One explains the route; the other checks, then swap.

    Pupils do: Each pupil thinks independently first. One explains and the other checks; then they swap roles.

  4. 22–32 minutes

    Independent worksheet

    You do or ask: Hand out the pupil worksheet. Watch whether pupils count ranks from White’s side. If someone reverses letter and number, ask them to point to the file before finding the rank.

    Pupils do: Pupils record an answer and a reason. They use the board to test their ideas without viewing the answer sheet.

  5. 32–40 minutes

    Discuss and check

    You do or ask: Point to c5 and ask each pupil to write its name and explain the order. Discuss one common mistake and return to the stated learning goals.

    Pupils do: Each pupil gives an individual exit answer. A pupil who needs support repeats a simpler example before moving on.

Support and extension

Keep coordinate labels visible and offer only two candidate squares. For an extension, let pupils invent a four-square route and read it to a partner.

Check understanding

Watch whether pupils count ranks from White’s side. If someone reverses letter and number, ask them to point to the file before finding the rank.

Point to c5 and ask each pupil to write its name and explain the order.

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