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

Check, checkmate and stalemate

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Before you start

Prerequisites: Pupils know the piece moves and that a king may not enter an attacked square.

Materials: One board per pair, two kings and a queen, a demonstration board and worksheets.

After this lesson, pupils can…

Black to move. The queen on g7 gives check and White’s king on f6 protects it. Black to move.
Black to move. The queen on g7 gives check and White’s king on f6 protects it. Black to move.

Teach the lesson

  1. 0–5 minutes

    Start and recall

    You do or ask: Ask pupils to recall the prerequisite: Pupils know the piece moves and that a king may not enter an attacked square. 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: Set Black Kh8, White Kf6 and Qg7, with Black to move. Ask pupils to name the check and test every escape. Then set White Kf7 and Qg6 against Black Kh8: the king is not checked but has no legal move.

    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: One pupil identifies attacked squares; the other tries all king moves. Ask both to agree whether each position is check, mate or stalemate and justify their answer.

    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. Do not accept “the king is trapped” as a complete mate explanation. Ask whether it is checked. A line check can sometimes be blocked; a knight check cannot.

    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: Ask for the one essential difference between mate and stalemate. 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

Mark attacked squares with counters. For an extension, move the queen one square and ask whether the result changes. Verify legal positions before setting challenges.

Check understanding

Do not accept “the king is trapped” as a complete mate explanation. Ask whether it is checked. A line check can sometimes be blocked; a knight check cannot.

Ask for the one essential difference between mate and stalemate.

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