Go for it!

The game of Go, which probably originated in China/Tibet over 3,000 years ago, has very few basic rules.  I teach only three to a beginner. This means anyone can start playing almost immediately.

Go, like chess, is a game for two using black and white "stones". The stones for each player are the same – they are bi-convex – so there is no problem remembering what each piece looks like or can do. The board is a 19x19 grid. You play on the intersections. Beginners start on a 9x9 board.

The aim is to gain more territory than your opponent, either by surrounding empty spaces or by taking your opponent's stones, or both.

Go also has rules of etiquette. Players introduce themselves and say: "Enjoy the game" before they begin, and shake hands saying: "Thank you for the game" at the end.

Like saying "check" in chess, they say "atari" to indicate that their opponent's stone(s) is in imminent danger.  Children therefore acquire the habit of politeness and friendliness when playing. In the Orient, Go is called the game of friendship.

Children who come to our PRU arrive with a variety of difficulties. A game without the necessity to read or write helps circumvent some of them. More often than not self-esteem has taken a bashing. Go can provide the opportunity to succeed in learning something enriching and to continue to learn, while cultivating positive attitudes towards one's opponent  - and it's fun.

Both chess and Go have great value in those respects. I know a school that has a chess grandmaster on the teaching staff and he teaches chess. The school produces champions. My school has a Go teacher, me, and we produce champions.  I teach English but Go is part of our thinking skills curriculum.

In chess and Go you need both sides of the brain to play well. The left brain focuses on language and number, conscious reasoning, the rational and deductive, the sequential side of thinking. The right brain deals with dreaming, intuition, hypothesising, imagination, spatial awareness, the holistic side of thinking.

The best Go players exhibit a balanced interplay of the two. This is what the best thinkers do. Good thinkers also practise metacognition – thinking about thinking – which arises all the time when discussing Go. When I teach it, I encourage this interplay in as many ways as possible, taking into account the learning styles of pupils. Assessing learning styles is part of the assessment of each pupil when they join us.

Students helped by Go (not their real names)

Boris: Four years ago I taught Boris to play, initially as a home tuition pupil. He became Youth Grand Prix champion in 2002 and retained the title in 2003, so is the current holder. He was British under-16 champion last year and runner-up this year. He has become a well-balanced, friendly, personable young man.

Arthur: After learning for only a few months he took part in the British Youth Championships in February, along with Boris. He won three games out of five, playing mostly against much more experienced opponents.

He also won the Go quiz, a series of problems of increasing complexity. He clearly had a very enjoyable time with Boris and the other youngsters. He has now successfully reintegrated into a mainstream school.

Eight of our staff have undertaken a best practice research scholarship, each with a different focus. This is changing teaching and learning patterns as we incorporate thinking skills practices and principles into our everyday strategies.

When my report appears, it will feature Arthur's reactions to the game. He kept a log of each session and it is clear from what he wrote and said that the thing he enjoyed most was learning. In March he was observed in a Go lesson during an LEA inspection.

Declan: Declan has not been playing for long. On one occasion we played several games, including a long teaching game, for two-hours because he didn't want to stop.

His self-esteem is now much healthier and his concentration has improved measurably.

Clarissa: Clarissa has been playing the shortest time of all, less than a month, but has shown a real talent for the game. She recently played her first proper game, against Declan.

The winning margin was very narrow – two points – reflecting the efficiency of the handicapping system.

She has taken to the game so much she's been teaching her family and friends.

All four, as well as others, are taking part in the first ever AQA Unit Award assessment in Go (Part 1 of 3). This will be by means of the UK Go Challenge, a national tournament which starts in schools. Pupils must demonstrate knowledge of the rules of etiquette, not just expertise in the game itself.

I mentioned an inspection where Arthur was observed in a Go lesson. Here's an extract of the report:

"I judged it to be an example of outstanding practice... (Arthur) had memorised the opening sequence of a championship game which involved 35 separate moves... he was able to explain the reasons behind each one of them... showed clear understanding of the principles of the game and his ability to apply these. The thinking skills involved were tremendous. He was able to address hypothetical situations, to answer 'What if' questions and to anticipate his opponent's possible moves... . Such mental training is extremely impressive and (Arthur) appeared completely engaged with a mixture of excitement and control which directed his energies both to the game but also to the relationships involved in the game.

"He was courteous and polite in his explanations and patient whilst his tutor interrupted the activity from time to time to explain things to me. I was very impressed by his performance, motivation and disciplined approach."

Postscriptum: The following is the full text of the LEA inspection report mentioned in the article above.

March 2004 Observation of a 'GO' lesson:

In March 2004, as part of an LEA inspection of teaching and learning, I observed a 'GO' lesson involving Anthony and his teacher Mr France Ellul. I judged it to be an example of outstanding practice. Anthony was clearly very stimulated by the activity and his homework showed a good mastery of prior learning. He has memorised the opening sequence of a championship game which involved thirty-five separate moves. During the course of the lesson he was able to demonstrate a faultless execution of these moves and to be able to explain the reasons behind each one of them. In doing so he showed clear understanding of the principles of the game and his ability to apply these. The thinking skills involved were tremendous. He was able to address hypothetical situations to answer 'What if' questions and to anticipate his opponent's possible moves. He not only demonstrated an ability to remember and execute the actual moves from the real game but also to imagine and interpret a series of shadow moves, alternatives to those that had actually taken place. Such mental training is extremely impressive and Anthony appeared completely engaged with a mixture of excitement and control which directed his energies both to the game but also to the relationships involved in the game. He was courteous and polite in his explanations and patient whilst his tutor interrupted the activity from time to time to explain things to me. I was very impressed by his performance, motivation and disciplined approach.

The game of GO

GO is probably more than 3,000 years old. Nobody really knows where it originated from, although China and Tibet are plausible guesses. There is a theory that it might have evolved from a method of divination by 'casting the stones' but this is pure guesswork. GO in its more recent form has been developed in Japan in the hands of Buddhist and Shinto priests.  The first players we'd probably recognise as having professional strength, and a professional attitude, lived in the 16th century. It was considered to be a worthwhile educational pursuit by the samurai and the ruling classes. The British GO Association estimates that about 20,000 people in the UK know how to play GO. The BGA formed in 1964, has a membership approaching 700. Of these around 300 are active at national level. In February this year a 16-year-old Grange pupil won the Under-16 GO Championship and is the current leader in the Youth Grand Prix.

Go's rules of etiquette mean childen acquire the habit of politeness - at least when playing. 

You need neither reading nor writing skills to play.

Learning to play can help improve self-esteem and confidence.

Tactical games like Go and chess require both hemispheres of the brain. Practicing the game is practicing thinking skills.

Good thinkers also practice metacognition - thinking about thinking - which arises all the time when discussing Go.

France Ellul is head of English at The Wycombe Grange PRU, High Wycombe, Bucks, which is a member of The British GO Association, where he also teaches GO to EBD students.

He can be contacted at mailto:fellul@bucksgfl.org.uk

British Go Association: mailto:bga@britgo.org

Website: http://www.britgo.org/