By Abel Talamantez, FIDE Chess in Education Commission
In 2026, designated as the FIDE Year of Chess in Education, the FIDE Chess in Education Commission is actively engaged in initiatives that promote the value and benefits of integrating chess into school curricula worldwide. Part of this initiative is to visit school sites that have a history of success in integrating chess as part of their school curriculum so that we can learn what makes the program a success. The hope is that we can bring those ideas back to our local programs and implement or scale chess programs in schools.
The FIDE EDU recently sent a delegation of commission members, instructors, educators, and federation representatives to Singapore to visit Overseas Family School (OFS), an international school with approximately 3,000 students in grades K-12 from over 70 countries. In the educational chess community, OFS has earned a stellar reputation as a model of educational chess, or chess used as a learning tool to enhance 21st-century skills in the classroom and beyond. As a 2024 recipient of the FIDE Gold School Award, OFS provided the ideal setting to observe how chess can be seamlessly integrated into a school’s academic culture.
The delegation included FIDE EDU Commission member IA/SLI Abel Talamantez (USA); Commission member GM Abhijit Kunte (IND); SLI Jedidiah Huang (SGP); IA/SLI Ton Tung (VIE); SLI Tuan Nor Hariz (MAS); NA/LSI Dishal Ruwinga (SRI); FI/FA/LSI Muhammad Firdaus Ismael (MAS); as well as Singapore Federation officials IM Enrique Paciencia and Mr. Alex Chia. Over three days, we shared our backgrounds in chess education, observed classes from grades 1 through 5, and assisted with a family team tournament on the final day. Here is what we discovered:
Day 1: Presentations and background
On the first day, we were welcomed by Head of School Vanessa McConville, EDU Commission member and OFS chess instructor Dijana Dengler, and Philipp Ziegler, who together form the school’s chess instruction team. We toured the classrooms and were amazed at how deeply chess is woven into the school’s culture and how impactful it is as a learning tool. Separate classrooms are dedicated to the lower and upper grades, both with appropriate-age chairs and tables. What really stood out were the types of tools used for classroom organization. Ollie, the mascot of the chess program, is used to provide emotional support for some of the early-grade students. Since OFS is an international school, some students enroll without knowing any English, which is the main language of instruction. For these students facing challenges of integrating into a new environment, the game of chess, with help from Ollie, provides a way for kids to feel comfortable in learning and acclimating to the new surroundings.
Following the tour, delegation members presented their own experiences in chess education. SLI Jedidiah Huang shared how his background in scriptwriting informs his use of storytelling and character development in lessons. After lunch, we continued exchanging insights and discussing pedagogical approaches.
Day 2: Classroom visits
The classroom visit day was the most anticipated, as we finally observed the program in action. From the moment students entered, the deliberate preparation was evident. Soft, calming music played as children arrived, and instructors maintained a gentle, focused tone that kept students settled and attentive.
The session incorporated physical movement through “chess yoga” to prepare young minds for learning – an activity we enthusiastically joined. The 50-minute class follows a structured rhythm: a 15–20 minute lesson transitions into practical play, with smooth shifts between meditation, movement, instruction, and gameplay that sustain student engagement throughout.
One activity that was tons of fun involved dividing the class into three groups, lined up in three rows, with about 7-8 players per group. Each team received an identical board position and stood roughly 20 feet from an empty board. One by one, players had to pick up a piece, balance it between two fingers, and carefully transfer it to the correct square on the empty board without dropping it – a mistake meant starting over. Teams raced to complete the transfer, and midway through, the challenge intensified: students had to balance the pieces on their heads. When all the pieces were transferred, the contest was judged based on speed and accuracy. This is a great activity in which an entire class can participate regardless of skill level.
We also observed a clever memory-training variant using a specially designed magnetic board with white pieces only on one side and the black pieces set up under the board on the other side. White makes a move, and then the board is spun so that we see black’s pieces, and they make a move. The trick is you must remember the setup of the opponent’s position, since you can’t see their pieces when you make your move. This creative exercise sharpens visualization and positional recall in a playful, interactive format.
Day 3: Family tournament
On the final day, the delegation helped with the OFS family tournament, where a student and parent participate as a team, with parents playing against parents and kids against kids. Their combined team score after 6 rounds determines a winner. This concept shows another way in which the OFS chess program engages with families. It was a fun, non-rated event, officiated smoothly by IA Lee Peng Keong. We also had the honor of having Mr. Priyanga Nanayakkara, Minister of the High Commission of Sri Lanka, in attendance for the event.
After the event, the top 5 teams received prizes from FIDE. Concurrently, GM Abhijit Kunte hosted a “take-all-comers” simultaneous exhibition, adding to the day’s festivities.
Connection and cooperation
With representatives from several countries, we were able to discuss challenges we have all faced with developing chess in education, as well as share our successes. One common idea that came up was the obstacle of when chess organizations or schools act in competition with each other rather than cooperatively. We were excited to be able to use some of the learning strategies we observed or make modifications to suit our community. The sharing of ideas only serves to promote educational chess everywhere, raising the possibility of creating more opportunities.
Every lesson counts!