Children who are taught to play chess in primary school develop better concentration and problem solving skills, according to a new survey of teachers by the Chess in Schools and Communities (CSC) charity.

Ninety-six per cent of teachers who took part in the study, which was carried out this summer in more than 220 state primary schools in England and Wales, agreed that their children had better problem solving abilities, while 89 per cent believed their concentration had improved as a result.

The results also revealed 99 per cent of teachers and head teachers felt their pupils had better thinking or cognitive skills.

The date comes from four online surveys carried out in the summer of 2014 by an independent researcher, and includes replies from 74 education professionals including 16 head teachers and 11 deputy head teachers as well as more than 50 parents and 70 CSC chess coaches.

The CSC charity works to improve children’s educational outcomes and foster their social development by introducing them to the game of chess in schools and inner city communities.

Schools taking part receive a weekly visit from a CSC chess tutor, chess equipment and teaching aids, training for teachers and entry to a national schools competition.

“Our survey demonstrates the impact chess can have in the classroom in improving academic attainment,” said Malcolm Pein, CSC chief executive and chess International Master.

“Chess also engenders many softer skills such as good sportsmanship and builds self-esteem while encouraging children to plan ahead and take responsibility for their actions.

“Chess is a low-cost high impact intervention and the game crosses all social, cultural and language barriers making it ideal for inner-city schools. The classroom model as opposed to the traditional after school chess club ensures girls participate with success in what has previously been considered a game for boys.” 

The results have been released ahead of the Chess and Education Conference at Olympia in Kensington on Saturday, December 6 and Sunday, December 7.

Leading experts on chess and maths from around the world will be attending with new research into the impact of chess on maths attainment in primary education and presentations from a host of researchers from 27 countries illustrating how maths can be taught using chess

 The event is part of the 6th London Chess Classic, which runs from December 6 to 14 and will see some of the world’s greatest Grandmasters descend on the capital.

Is there really a way of improving every student’s chance of getting a job and earning the school an income at the same time?

We have known for quite a few years that there are employers who complain about what they perceive as a lack of preparedness on the part of young people for the world of work.

However, the latest research comes as a bit of a shock. Employers aren’t just having a moan about spelling or lack of mathematical ability. They are actually refusing to employ students who lack one specific skill.

A survey by Microsoft (which quite possibly was set up to show that employers want staff who are used to using Microsoft Office) actually found that one third of the employers said that they would not even consider hiring someone who could not touch type.

When the figure includes students who have at least “good typing skills”, over three quarters of employers said that this skill was crucial for anyone even to be “considered” for a job.

The problem, of course, is that most schools don’t teach touch typing – and the timetable is now full.

Now I know that some schools and colleges have tried to tackle this issue by using free on-line sites but mostly, it seems, without success. Unfortunately the free sites have a very limited range of exercises (and practice is essential for the muscle memory to kick in) and distracting adverts alongside the lessons (to pay for the “free” site).

But there is another way forward. To provide touch typing tuition without impinging on the timetable we have launched a new scheme: ‘Practise at Home’. For this we simply ask you to send a note to parents inviting them to order Typequick – one of the world’s most successful typing training programs – at a discounted rate by going online and using their credit card.

We will deal with the orders and enrol the students and they will learn to type at home, at their own pace, and in their own time. We even provide a sample letter that many other schools have sent to parents, although, of course, you can write your own version if you prefer.

Then, for every order we receive for one of your students, we will pay the school a donation of £5. (The course is suitable for all ages from 11 upwards, and indeed the younger the students are when they learn to touch type, the greater the benefit they will have.)

To find out more please email us at enquiries@typeandtest.com and write TYPEQUICK in the subject line or call us 01480 861867.

Here’s some feedback we’ve received from Cothill House School: “It’s a great scheme, and what a bonus to get some cash back!” John Carver, ICT Teacher

You’ve probably come across this situation many times before – a student who has all the potential to do well in their GCSE maths yet performs badly in their final exam…

The main reason why this occurs is they don’t follow an effective revision strategy at home. Students tend to revise on auto-pilot without critically analysing what they’re doing and whether or not, it’s making progress.

Zakkiyah from London was a prime example of one of these students…

“I seemed to underperform in my mock exams – achieving D’s/E’s and I couldn’t work out why… but after following Jeevan’s revision principles, I could see exactly where I was going wrong… I achieved a ‘B’ grade in my final GCSE maths exam… These revision principles have helped me immensely with my A-Level Chemistry too… Thank you so much Jeevan… my ‘B’ grade will definitely help me in applying for a ‘Pharmacy’ course at University…”

As you can see, my revision principles are crucial when taking a maths exam. It allows a student to reach their full potential.

To find out more information about my revision principles, please visit: www.gcsemathsforschools.co.uk

Kind regards

Jeevan Singh
GCSE Maths For Schools

What is the most effective way of observing your teachers’ performance without losing their personality and natural teaching style?

Some of us thrive on the idea of being centre stage. We don’t necessarily admit it, but we get a buzz out of being the focus. So being observed while we teach is no special deal. The more the merrier.

But some of us don’t feel that way at all. Observation means an enhanced pulse rate, a racing heart, and all the other signs of anxiety. Not anxiety that sends us off for medical attention, but unwelcome anxiety nonetheless.

The problem is that in the end anxiety has an effect on the way we teach – our individuality, our personality, and even our smile. The tension changes our focus from being at one with the class to being on display, the person in front of the camera.

So how can we prevent teachers from letting their anxiety get the better of them during observations?

The first approach is to bring a video system into the classroom, turn it on so that the class think it is working – but you the teacher know that no matter what, you will never watch the video. It may seem an odd approach but it acclimatises us to the situation.

Next have the view that one might, or might not, watch the video depending on how the lesson went. When a good lesson has been recorded, one watches not to criticise oneself, but to ask, “What can I spot in this lesson that really made it go well?”

Step three gets to the stage of saying, “No matter what, I will watch this one,” while step four moves on to finding a video that can be shared with colleagues.

This process, which overcomes anxiety in front of the camera and which helps the teacher’s personality and teaching skills shine through when the camera is present, is increasingly being used in numbers of schools across the country.

The Classwatch video system not only enables teachers and students to get used to video in the classroom, but also allows school leaders to review and discuss a teacher’s performance. Colleagues can observe and share each other’s teaching methods, techniques and lesson ideas to improve their own teaching performance.

It also gives teachers the opportunity to carry out self-evaluation, enabling them to learn from their mistakes without criticism or judgement from others.

You’ll find more information on our website. Alternatively you can call us on 0800 043 9510 or email us at info@classwatch.co.uk

I look forward to hearing from you.

Andrew Jenkins