North Ayrshire Council/Chess Scotland
Chess in Schools Initiative

Summary by Dick Heathwood

The Education Department of North Ayrshire Council (NAC) commissioned from Ian M Barr Consultancy an independent evaluation of the Continuing Professional Development Initiative: Chess in Schools – for details, see North Ayrshire heading on the Chess Scotland (CS) website schools page. All parties have agreed to this précis being published on the CS website. The précis has been produced in separate sub-sections to facilitate reading of specific areas of interest. By definition, the summary cannot cover the full range of the original Report.

From a CS perspective, we are very pleased indeed to have been given the opportunity to work with NAC and to promote chess in its schools. Our particular thanks to Lesley Owens and Irene Gilmour of NAC have been recorded in previous website notices but certainly merits repetition.

The complete Report concluded with a list of conclusions incorporating a number of recommendations. These are repeated in full at the conclusion of this summary.

Introduction and context

At the beginning of the 21st century we can see that new models of learning are radically changing our conception of education. Education in a learning society requires an increased focus on ‘collaborative learning’, meaning-making’ and ‘knowledge building’, where learners take greater responsibility for their own learning and where learning is founded on the acquisition of a range of important skills for life. The importance of creativity is another aspect of learning that is seen as vital to effective life in the new century.

We know also that key to sustaining a decent and caring world are the interpersonal relationships that enable us to live and work with others in conditions that are respectful and mutually supportive. The challenge for schools is to devise effective means by which these important aspects of learning can be made more effective. Of course, the curriculum and the approaches to teaching used are central to making learning effective, but no less important are the contexts in which these approaches are deployed.

Learning outside the confines of the classroom and the curriculum is increasingly recognised as important, and the growth in after-hours-clubs, residential experiences and community-based projects show that there is important potential in developing contexts that are distinct from the demands of the formal curriculum.

Chess provides ones such context, a game that is rich in imaginative and strategic opportunity, a game with a history second to none, that appeals to young people all over the world, that is inexpensive and can be played in almost any location. That its potential as a learning tool has not been more extensively exploited in Scotland is surprising. North Ayrshire Council (NAC) and Aberdeen City Council have in the recent past in Scotland set about addressing that missed opportunity. This evaluation reports on the NAC initiative.

The context for teacher professional development in Scotland was significantly changed as a result of the McCrone Report on teachers’ pay and conditions. A main outcome of that report is that, for the first time, all teachers are required to be involved in professional development activities on an annual basis. This has created an opportunity for planning imaginative menus of continuous professional development (CPD). In 2003, North Ayrshire Council (NAC) devised, as part of its CPD provision, a training course for teachers interested in using chess as an approach to enhancing children’s learning skills.

The Evaluation Model

It was agreed at the outset that there should be an independent evaluation component with a focus on the educational impact of the initiative. The exercise was small-scale and inevitably limited given the available resources.

There are however four perspectives that need to be considered in the evaluation design:

The views of those involved; the initiators, the developers, the managers involved, the teachers and the pupils;
The impact or consequences for the system at large;
The individual and system learning that might have resulted; and,
The resource costs invested in the initiative and the benefits that accrue.

The data for carrying out the independent evaluation was collated in the following ways:-

Course evaluation responses completed by participant teachers (and summarised in the CS website).
Interviews with the relevant teachers both on the mainland and on the Island of Arran.
Visits to the schools on Arran to witness the school chess activity and talk with pupils.

Did the project indicate a new approach to the issues involved? If so, what was that approach?
The project was innovative; it was developed round an imaginative new take on what might constitute a professional development opportunity. It broke away from the conventional diet of curriculum and management focused courses and offered an experience that was as much concerned with teachers’ personal interests as their professional obligations. The project was founded on the too-often-ignored connection between personal satisfaction and enhanced professional performance.

Does the project address educational objectives that are broader than those intrinsic to chess, and if so, how were these made explicit and communicated to teachers and schools?
The research literature on the educational value of chess is extensive and makes very broad claims for the benefits of chess as a learning tool. The project allowed participants the opportunity to consider how they might use the game of chess to enhance learning in their particular schools. The breadth of educational value was identified and referred to in the workshops, and in the Brian Boyd keynote address.

Did the project form part of a larger strategy to influence schools, teachers and students in relation to, for example, the uses of cultural activities as an aspect of citizenship, social inclusion, and community building?
The Chess initiative formed part of NAC’s overall strategic plan. Specifically, it located in the council’s CPD provision, which offers teachers opportunities to enhance their skills and understandings in order to deliver effectively the challenges of the school curriculum and the considerable range of additional policy priorities that are placed on teachers in Scottish schools. It was an imaginative addition to that menu of options. The project also had the potential to link with other initiatives such as the NAC Cultural Co-ordinators in Scottish Schools project and strategies fostering creativity and enterprise. These links were not made explicit and could be further developed

Did the project meet the needs or expectations of initiators, education managers, Chess Scotland, schools and teachers?
NAC personnel responsible for the project seem well pleased with the positive response that the initiative has generated. It created an important and positive precedent in terms of what teachers might reasonably expect the NAC CPD menu to include. Chess Scotland has expressed satisfaction with involvement in the project. From their perspective it provided an important opportunity to promote the game of chess and to work in partnership with a local authority. There are, however, important issues of sustainability to be resolved if the venture is to be repeated. Particularly, the real costs to Chess Scotland in terms of time and personnel.

The response of participants to the project was very positive and certainly met their needs in terms of introducing them to, or developing further their chess playing skills. There was some concern from a number of new players that the content of the workshops became too demanding too quickly. If the initiative is to be repeated, consideration might be given to a review of course content and the balance of attention given to course input and opportunities for participants to practice their newfound skills.

Was it developed and described in the most appropriate format?
The project format of workshops was well received and appropriate. It was well promoted across North Ayrshire schools and evidently in an appropriate format since the demand for places was considerable. The workshops were promoted in terms of the potential benefits of chess as an aid to learning, and in response to many teachers who have expressed an interest in using chess as an approach to enhancing children’s learning skills’. It was also promoted in terms of helping interested schools set op chess clubs. The workshops were targeted at absolute beginners and those who wished to further develop existing understanding of the game.

The format of workshops was well received and allowed chess skills to be developed in a secure context and within an ambience that encouraged good social interactions.

Was the development process efficient and effective?
The content and form of the project was well considered and, setting aside the probable need to review the level of technical content for future occasions, the form of the workshops was carefully considered. Particular note should be given to the considerable amount of administrative and organisational support provided by Irene Gilmour, Children’s Resource Officer. This was central to the effective delivery of the entire initiative.

Did the project make helpful connections to other aspects of the schools work?
As has been said, the case for chess as an aid to learning was fundamental to the concept and design of the project. While this was addressed in the workshops to some extent and in Brian Boyd’s keynote address, there was no explicit connection made to particular parts of the curriculum and the workshops themselves provided no insights into how chess could be deployed either in subject areas of the curriculum or other aspects of schools’ work. The evidence since the end of the workshops indicates clearly that no school has used chess to enhance specific aspects of the curriculum, although there is clear recognition given by schools of the benefits of chess in terms of social and personal education and behaviour management.

If the workshops are to re-run thought should be given to whether or not a component in the course should be focused on learning strategies, albeit that would impinge on the overall ambience of the course which is clearly about learning to play chess.

Are schools, teachers and others satisfied with the project?
Satisfaction levels were very high, although there was some suggestion that the content should be reviewed in future in order to reduce the technical demands which were thought to be too much and too soon, with a need for more opportunities to play during the workshops. The advanced players had no difficulties with the workshop content. The Arran workshops lasted for four weeks and although significantly less than the mainland series it was not thought by Arran participants to be a shortcoming. Indeed, the view was expressed that it was easier for teachers to accommodate four weeks rather than ten, and in the case of new players it was sufficient to acquire the basics of the game.

As a result of the pilot, did managers, schools, teachers, local authority personnel and others gain experience, knowledge, skills, insights or ideas they did not have before? If so, what?
There is no doubt that all of those involved gained insights into and understandings of chess, its history, the moves and basic tactics, the case for chess as a learning tool the research evidence and where it might be possible to connect chess with aspects of learning.

What action has been taken in schools as a result of the project?
In school contexts the initiative has led to a significant increase in chess playing and the creation of chess clubs. It has been seen by a large number of teachers as a valuable aid to the development of personal and social skills, pupil motivation and behaviour management. It has not been used by teachers to explicitly address such things as problem solving skills, mathematical and reading skills or spatial awareness. The evaluation of the project was not of a scale or nature that would have allowed for any specific learning gain in these aspects to be identified.

Schools have used the experience and knowledge gained on the chess workshops to significantly increase the number of chess clubs and opportunities to play chess in NAC schools. They have also seen the benefits of using chess as a mechanism for social and personal skill development and behaviour management issues, but in informal or extra-curricular settings, not as an aspect of learning and teaching.

It might be said that in instituting chess clubs the initiative has impacted on school policy and planning and as an aspect of provision that enhances the school culture and ethos.

There are no indications that the initiative has led to changes in learning and teaching strategies.

What tangible evidence of changes or improvements can be identified as result of the project?
As has been said, the project has had a positive impact on the number of chess clubs and opportunities to play chess in North Ayrshire primary schools. This has presumably enhanced staff interest and indirectly the climate for learning about chess in schools. The project has also generated the possibility of chess competitions, ladders and congresses. These have not yet been arranged but the potential exists.

In what ways has the project been helpful in developing and consolidating partnerships and collaborations between the schools and other organisations or individuals?
The project has shown how a local authority can, through careful development and sharing a clear and shared understanding of the purpose of a partnership, build an effective partnership with a national organisation whose main focus is not formal education

Did the initiative deliver its key objectives?
The project’s key objectives were to meet the needs of three groups; teachers who wished to acquire the basic skills of chess, those who wished to improve their playing level and those who are proficient players who might wish to become involved in school chess. The course was also intent on demonstrating something of the potential that there is to use chess as a learning tool. The first set of objectives have been achieved in that there is significant increase in the amount of chess organised by teachers being played in North Ayrshire primary schools. While the second objective was to a limited extent set out in the workshop content it cannot be said that the initiative has led to any explicit development work in using it as an aid to learning.

Did the project generate one or more ‘payoffs’ or benefits for the developers?
The project can certainly be said to have delivered ‘pay-offs’ in terms of an:

increased awareness in NAC schools of the educational value of chess;
enhanced level of understanding of chess on the part of
those teachers who attended the workshops;
effective and positive relationship between NAC and CS;
improved perceptions of what NAC will offer as part of CPD provision.

What were the resources required for the project to happen?
The resources required to allow the initiative to take place were, in terms of the time and energy expended by the NAC and CS personnel involved quite considerable. This time was not costed as it fell within the NAC staff responsibilities for CPD. Nevertheless, this represented new work and had to be fitted within already busy schedules. The time given by CS was considerable and was covered by a fee. This covered inputs and support during the four workshops, travel and subsistence, recall day and working with pupils in Arran schools. CS personnel contribute to an ongoing support group for NAC teachers on the mainland.

Financial resource was required to enable payment for the following items:
The accommodation and catering required for the workshop series
The Workshop handbooks
The starter pack of equipment given to each participating school, comprising:
o A copy of Simple Chess Tactics and Checkmates by AJ Gillam
o For existing players, a copy each of From Beginner to Expert in 40 Lessons by A Kostyev & J Speelman
o Six boards and sets
o One chess clock
o A pack of score sheets
Travel and subsistence for CS personnel travelling to Arran
Fee to Chess Scotland
Consultancy fee for the independent evaluator
Keynote address costs
Administrative, print and promotional costs.

Could these resources be found to allow the project to be repeated in other locations?
The costs incurred by the initiative were not significant but depended to an extent on good will and the heavily subsidised tutor support of Chess Scotland. While there would probably be demand from teachers for similar courses in the future, if not in the immediate future, there would presumably need to be attention given to if and how CS personnel would be deployed. Costs for evaluation and keynote address would not be required and would presumably off set some of the funding needed to cover tutor fees.

What resource implications are there for schools, North Ayrshire Council, Chess Scotland if the project was to become consolidated into mainstream CPD provision?
The main resource implications are for NAC. The authority would need to consider the real costs of the workshop series to include tutor costs, which have been masked during the pilot project thanks to the willingness of CS to contribute so intensively. Chess Scotland presumably could not sustain the level of support they provided to NAC for the pilot project and would probably have to develop a strategy for supporting local authorities across Scotland, given the work in Aberdeen City and NAC and the intention to ‘roll-out’ the benefits of these pilot initiatives to other local authorities. Consideration might be given to making the case for the appointment of a national development officer for chess. In order to make that case to the Scottish Executive Education Department and Learning and Teaching Scotland, the evidence of the Aberdeen and North Ayrshire pilots would need to be supplemented with a clear strategy for development and a clear statement as to which aspects of learning the development was to focused.

New schools attending the course would require a set of basic equipment as provided to schools in the pilot involved in the chess project were given a basic set of equipment. This would either have to be provided by NAC as part of the CPD arrangement or purchased by the school. The cost of a basic set of equipment is approximately £100.

What documentation regarding the project has been generated for schools?
Participants on the pilot project received an excellent workshop manual containing a very considerable quantity of material. This would be a valuable part of any future course material. Some course participants suggested the idea of NAC generating teaching materials for aspects of mathematics. This might be regarded as a potential development task that would help chess to be used as a learning tool in curriculum contexts.

Chess and Learning: the research findings

A considerable body of research evidence suggests that playing chess can have a positive impact on learning. The claims made are very extensive, ranging from improved concentration; problem-solving capability; spatial awareness; pattern recognition; to improved personal and interpersonal skills; sensitivity to matters of cause and effect (consequences of one’s actions); enhanced thinking skills; memory; ability to visualise and greater mental agility. The distinctive nature of the game of chess is also claimed to improve connections between the left side of the brain (logical/analytical aspects) with the right side (spatial/imaginative/rhythmic), not to mention improved reading and mathematical capabilities. If the research data confirmed even half of this long list it would be hard to argue against chess having an important role to play in mainstream educational provision. However, that it does not have such a place is probably more to do with the innate conservatism of education systems.

The exception to the rule has been the Russian school system where it has had a secure place in the curriculum. This has clearly resulted in a significant enhancement in the number of highly skilled chess players. However, it is not clear if these same players have in fact acquired skills transferable to other settings; and that is the basis of the case for chess as a tool for learning.

Nevertheless, given the nature of the thought processes involved in playing chess, it would seem obvious that it is likely to enhance certain skills and dispositions. Claims are made for its potential to improve children's critical thinking and problem solving skills, and the American Foundation for Chess Studies believes it can improve:

visual memory
attention span
spatial reasoning skills
capacity to predict and anticipate consequences
ability to use criteria to drive decision making and evaluate alternatives

Critical thinking, meaning the ability to make reasoned judgements, is increasingly recognised as an important aim of school education and chess clearly demonstrates some of the central characteristics. Formulating a game plan requires that the player reflects on how similar problems have been solved and also perform a systematic checking of possible combinations of moves and then evaluate the potential of each line of development. The process is a mental exercise where pieces are visualised moving across the board and then, reflecting on the conditions that pertain the player then has to make a reasoned decision on what move to make.

Peter Dauvergne in a research paper written in 2000 surveys educational and psychological studies and concludes that chess can:

Raise intelligence quotient scores
Strengthen problem-solving skills, teaching how to make difficult and abstract decisions independently.
Enhance reading, memory, language and mathematical abilities.
Foster critical, creative and original thinking.
Provide practice at making accurate and fast decisions under time pressure, a skill that can help improve examination scores.
Teach how to think logically and efficiently, learning to select the ‘best’ choice from a large number of options.
Challenge gifted children while potentially helping underachieving gifted children learn how to study and strive for excellence.
Demonstrate the importance of flexible planning, concentration, and on the consequences of decisions.
Reach boys and girls regardless of their natural abilities or socio-economical backgrounds.

From the evidence of such studies the case would seem to be strong for using chess as an educational tool, and the range of potential benefits fits well with the priorities and preoccupations of educational policy makers at the beginning of the 21st century. However, much of the research has been commissioned and/or conducted by organisations and individuals with an enthusiasm for chess, and while this does not invalidate the conclusions drawn these studies, they must be regarded with a degree of caution coming as they do from sponsors who are predisposed to the value of chess.

It would seem, nevertheless, that chess, when used as a learning tool can develop a rage of valuable skills. However, the NAC project evaluation is not in a position to provide ‘hard’ data on learning gain as a result of exposure to playing chess. The NAC initiative was in the first place focussed on teacher professional development and not pupils, therefore the focus of the exercise was in developing teacher skills and perceptions. These once acquired would take some time to percolate into the classroom practice of the same teachers, if at all.

Currently, in the Scottish educational context, a number of priorities connect directly with some of the putative learning advantages offered by chess. The national education priorities, the increased emphasis on creativity, personal and social skills, as well as the emphasis on the experiential, reflective aspects of the educational experience and the importance of the cultural dimension of schooling; all have the potential to connect with chess and its benefits.

Any school setting is complex and operates within multiple variables, making it very difficult to separate out with confidence the impact on learning made by any particular course, teaching methodology, experience or intervention.

What can be said is that the ethos of the school and the ambience of the classroom are critically important factors in supporting learning. To that extent, the provision of opportunities to play chess in a school context enriches the range of learning opportunities open to pupils, and usually enhances a positive ethos, thus increasing the likelihood of pupil self-esteem and therefore the likelihood that effective learning will take place

Where a school has a thriving extra-curricular programme, motivation levels are generally higher and, given the correlation between motivation and effective learning, the impact of chess on learning might reasonably be said to be positive. Chess played in school contributes to the cultural richness of the school environment and is thus likely to positively impact on the range of learning that takes place.
What is less easy to assert with confidence is that beyond factors of ethos and pupil motivation chess directly enhances skills used in contexts other than those that are chess-specific. That is not to say that chess does not make players aware of the arrange of valuable skills and strategies for solving problems; it simply means that proving they then use the skills and strategies learned in chess in other settings is more problematic. However, given the scope and nature of the NAC initiative, which was essentially focused on developing teacher skills, it would not have been possible to consider whether or not pupil’s had experienced any specific learning gain as a result of their exposure to playing chess. There is no Scottish research into learning and chess, although there is presently under way in Aberdeen a small-scale study that addresses these matters. The results of this study are not yet available. However, another useful reference to chess and learning in a Scottish context is the HMIE Report on Community Learning and Development in Northfield, Mastrick and Summerhill, Aberdeen, published in February 2003. This states that

The range of learning opportunities provided for young people was very good. It covered almost all of the priority needs identified in the area and was well matched to the social, recreational, educational and cultural needs of local young people. The Chess Development Project had developed effective home-school links. It was also improving the attainment and behaviour of participants. Staff ensured an effective transition for young people between the play scheme and youth activities in Northfield Community Centre. They delivered well-designed programmes relevant to the needs of participants.
The delivery of learning opportunities for young people was very good. Staff planned and prepared carefully to deliver literacy provision that addressed the needs and interests of participants and matched their learning styles. The Chess Development Project tutor used a range of approaches to achieve personal development. Staff in the Northfield Health Project provided successful learning for young people through ongoing support and positive intervention. In the school club, staff collaboration and planning ensured effective deployment of specialist support materials and equipment. This was particularly evident in joint work with the student counsellor and in preparation for the multi-agency summer school.

This HMIE report might well be helpful in directing consideration of the learning potential of chess away from the inherently problematic business of whether or not it leads to improved mathematics and reading test scores towards its value in creating the prior conditions needed for any effective learning to take place. And consequently, creating the conditions that help improve the attainment and behaviour of pupils.

Chess and Schools

The main challenges that any new development project creates for schools are those of time and space. The school curriculum is already over-stuffed with content, the list of new educational priorities and imperatives continues to increase and the demands made of all members of the school community seem to constantly swell. In such a context what are the opportunities for developing chess and what are the challenges?

The Scottish Executive has expressed the view that schools should regard the curriculum more flexibly than in the past, recognising that particular local circumstances generate specific needs and learning opportunities. That is encouraging in terms of professional responsibility and autonomy and might well provide an opening for chess to play a greater part in the educational provision of some schools. The new CPD opportunities that initially sparked the NAC project also create the prospect of increased teacher understanding of chess and its potential.

The evidence from the project indicates that even when teachers are enthusiastic about chess and its benefits, it is deployed as an extra-curricular activity, an enrichment of the informal aspect of learning and a chance in some cases to involve parents and others in positive and valuable activity. There is no evidence from the project of chess being deployed as a context for learning within any formal teaching programme. The reasons for this are numerous but certainly connect with:

the squeeze on available classroom time;
the existence of school development plans and programmes of study that pre-specify to a great extent the what and when of the teaching week;
the preparation demands on teachers; and
the challenge of introducing chess to class groups where not all pupils know the basic rules of the game.

In no project school has a teacher taken the decision to teach the basic rules of chess to a whole class. Setting aside the demands on teachers already listed, this, in most cases, would be due to a lack of teacher confidence and secure understanding of the game and the ways in which it can lead to learning gains. But even in the case of teachers with considerable experience and capability in chess there has been no inclination to teach it or use it as a whole class activity.

In some schools the idea of chess teaching materials being provided as options within NAC programmes of study, probably in mathematics and as pupil extension material, was seen as potentially attractive. But it can be said with confidence that, while the NAC initiative was successful in raising teacher enthusiasm for chess and in forming school clubs, it has not led to any curriculum-focused, school-based development work.

Nevertheless, the project has led to significantly increased levels of awareness on the part of schools, teachers, pupils and parents of the value of chess as a game and as a focus for social interaction, along with the positive benefits that accrue from such experiences. The impact of the initiative on NAC schools has been to increase the number of schools offering chess as an extra curricular activity, and in that respect it has impacted o the planning of lunchtime and after school programmes. The positive energy that derives from these chess clubs has no doubt been beneficial in enhancing school ethos and motivation, however, the chess CPD has not impacted directly on approaches to learning and teaching in any of the schools involved.

Much of the literature on chess indicates that it can have a beneficial effect on mathematics and reading skills. None of the NAC schools involved have used chess to explicitly support subject teaching. The most obvious curriculum location for chess as a teaching strategy is probably in mathematics, where aspects of problem solving, shape, position and movement and as well logical thinking could all be taught through chess related contexts. Teachers, when asked about these opportunities, explained that the programme of study for mathematics in schools is to a very great extent pre-specified with little scope for adding extra topics. The idea of extension materials that used chess as a context for mathematics was thought attractive by a number of teachers, but they felt that such material would need to be produced by NAC for use in authority wide programmes of study and not at a local school level.

The research tells us that playing chess can help enhance a range of valuable life skills that are directly linked to the Scottish Executive’s Education Priorities. Schools, in addition to addressing these, are currently looking at ways in which education for citizenship; creativity, enterprise, health and well-being can be incorporated into school plans. These issues challenge schools in terms of delivery modes and there would seem to be potential for chess to contribute to at least some of these items. There is however, no indication that the NAC initiative has been seen as providing an opportunity to develop innovative approaches to curriculum delivery. Again, it is perhaps unreasonable to expect schools or individual teachers with sometimes rudimentary knowledge of the game of chess to have the confidence to embark on such development tasks. And, even when teachers are advanced in their understanding of chess, programmes of study often leave little or no room for individual innovative approaches. Perhaps if the potential of chess to address some of these aspects of curriculum is to be exploited it will require an authority-wide development project.

The chess initiative is based on the belief that it has very considerable potential as a learning tool. That is probably well founded, but, ironically, the claims made are so wide and all encompassing that they leave individual schools and teachers with no focus for development. Perhaps, if this is to progress then NAC should initiate development work that is clearly targeted on a particular area of the curriculum and that would generate materials for use in schools. If this is not a line of development thought appropriate then perhaps the value of chess as a learning tool should be focussed on its potential to enhance personal and social skills when used in the extra-curricular context of chess clubs and competitions.

Chess and Professional Development

The McCrone Settlement was an important consideration inn the creation of the NAC initiative. The increased expectation on teachers to undertake CPD on an annual basis raises questions of what that CPD should comprise and how it should be delivered. Innovative solutions are clearly needed in order to ensure teachers find the CPD menu interesting. The NAC chess project was such an imaginative solution to this challenge. It shows that some of the professional development needs of teachers can be provided for through provision that is very different from the bulk of conventional in-service provision. The initiative deserves to be strongly commended for the creative and imaginative approach it has adopted to CPD provision.

As an aid to developing CPD that builds partnerships between local authorities, schools and organisations not usually thought of as providers of teacher training, the partnership between NAC and CS is exemplary. It shows the very considerable potential that can be gained from such dynamic collaborations. Such relationships take time to build and need time spent on developing a clear understanding of what each has to contribute and what each expects from the arrangement. That time-consuming preliminary work was done in this instance and the benefits can be seen in the confidence that exists between NAC and CS personnel. This transferred to the workshop events that were characterised by an excellent ambience, positive relationships and a real sense of purpose.

Chess, Curriculum and Schools

As has been said, teachers saw positive opportunities for chess to be used in curriculum contexts if the necessary materials were developed by NAC. The scope for the council to devise chess contexts as alternative or extension tasks as parts of Programmes of Study could be worth investigating. The idea of centrally produced mathematics extension materials (Problem Solving and Shape, Position and Movement) was thought attractive to chess-playing teachers. If such materials were to be produced it must be borne in mind that teachers who could not play chess would not be in a position to use them.

There is considerable potential for chess to develop aspects of PSD. For example, the ritual and formality of chess etiquette are useful in developing in pupils an understanding of the value and importance of social conventions, ritual and manners. Developing ‘good chess manners’ includes, shaking hands with opponents at the beginning and end of games, playing in silence and respecting others’ needs, accepting defeat gracefully, being magnanimous in victory. These simple skills are often lacking in young people who lack experience of their use in non-threatening contexts.

The NAC initiative was focussed on teacher professional development. The focus of the exercise was in developing teacher skills and perceptions.

The NAC chess project was an innovative approach to offering teachers an interesting and imaginative CPD opportunity.

A considerable body of research evidence suggests that playing chess can have a positive impact on learning.

While the curriculum and approaches to learning and teaching used are central to making learning effective, no less important are the contexts in which these approaches are deployed. Chess provides a potentially rich context for learning.

The case is strong for using chess as an educational tool and the range of potential benefits fits well with the priorities and preoccupations of educational policy makers at the beginning of the 21st century.

Currently, in the Scottish educational context a number of priorities connect directly with some of the putative learning advantages offered by chess.

Much of the research on chess has been commissioned by or conducted by organisations and individuals with an enthusiasm for the game. The conclusions drawn these studies must be regarded with a degree of caution.

Nevertheless, given the nature of the thought processes involved in playing chess, it would seem obvious that it is likely to enhance certain skills and capabilities.

The provision of opportunities to play chess in a school context enriches the range of learning opportunities open to pupils and thus the likelihood that learning will take place

Chess played in school contributes to the cultural richness of the school environment and is thus likely to positively impact on the range of learning that takes place.

The new emphasis on curriculum flexibility within schools and the increased endorsement of teachers’ professional responsibility and autonomy might well provide an opening for chess to play a greater part in the educational provision of some schools.

When used by schools, chess is deployed as an extra-curricular activity, not as a classroom method. It is principally used as an enrichment of the informal aspect of learning and a chance in some cases to involve parents and others in positive and valuable activity.

There is no evidence of chess being deployed as a context for learning within any formal teaching programme.

In no project school has a teacher taken the decision to teach the basic rules of chess to a whole class.

Even for teachers with considerable experience and capability in chess there has been no inclination to teach it or use it as a whole class activity.

During the course there was no explicit connection made with particular parts of the curriculum. The workshops themselves provided no input into how chess could be deployed either in subject areas of the curriculum or other aspects of schools’ work.

The project has led to significantly increased levels of awareness of the value of chess as a game and a focus for social interaction.

The positive energy that derives from school chess clubs has no doubt been beneficial in enhancing school ethos and motivation.

The initiative has not been seen as an opportunity to develop innovative approaches to cross-curricular issues.

Current Programmes of Study leave little room for individual teachers to introduce innovative approaches to learning.

Perhaps the greatest value of chess as a learning tool should be focussed on its potential to enhance personal and social skills when used in the extra-curricular context of chess clubs and competitions.

The partnership between North Ayrshire Council and Chess Scotland was exemplary and shows the very considerable potential that can be gained from such dynamic collaborations.

The project had the potential to link with other initiatives such as the NAC Cultural Co-ordinators in Scottish Schools project and strategies fostering creativity and enterprise. These links were not made during the pilot project.

The response of participants to the project was very positive and certainly met their needs in terms of introducing them to, or developing further their chess playing skills.

The project format of workshops was well received and appropriate. It was well promoted across North Ayrshire schools.

Participant satisfaction levels were very high, although there was some suggestion that the content should be reviewed in future in order to reduce the technical aspects which were for some too much and too soon.

In school contexts the initiative has led to a significant increase in chess playing and the creation of chess clubs, it has been seen by a large number of teachers as a valuable aid to the development of personal and social skills, pupil motivation and behaviour management.

The resources required to allow the initiative to take place were, in terms of the time and energy expended by the NAC and CS personnel involved quite considerable.

The costs incurred by the initiative were not significant but depended to an extent on good will and the heavily subsidised tutor support of Chess Scotland.

North Ayrshire Council would need to consider the real costs of the workshop series to include tutor costs if the project was to run in future years.

Participants on the pilot project received an excellent workshop manual containing a very considerable quantity of useful material on chess material.

The chess workshops might be more sustainable if the CPD is offered on a two or three year cycle rather than as a single annual activity.

Consideration should be given to the costs and potential in NAC for creating extension material for aspects of mathematics using chess as a learning context. This would provide a means of helping chess be used in the classroom.

Consideration should be given by Chess Scotland to approaching the Scottish Executive Education Department and Learning and Teaching Scotland with a view to securing funding for a National Development Officer post for Chess in Scottish Schools. The post holder would have responsibility for developing a well focused and imaginative strategy for developing understanding of the potential of chess as a learning tool and increasing the quantity and quality of chess activity in Scottish schools.