Structured coaching for students aged 5 and above — from beginners to advanced players. Learn with experienced coaches, follow a clear curriculum, and see measurable progress.
Every student starts with the basics: how the pieces move and why.
Two complementary learning experiences designed to bring out the best in every student.
One-to-one sessions tailored to your playing strength, learning goals and available time.
Interactive group cohorts to build camaraderie, encourage healthy competition, and develop problem-solving skills together.
Structured levels designed by expert coaches. Learn, practice and unlock new skills at your own pace.
Students solve real positions, learn key ideas, and receive personalised feedback from the coach.
White to move. What's the best move?
Look for a move that attacks two things at once. Click a white piece, then a square to move it.
A simple and supportive process to get your child (or yourself) started.
Schedule a complimentary 30-minute demo class.
Experience our teaching approach and get your doubts clarified.
Receive a recommended starting level and roadmap.
Begin regular sessions with guided practice and feedback.
I am happy with Think on 64 Chess Academy! My son genuinely enjoys every class and looks forward to learning something new each time. The lessons are fun, engaging and easy for children to understand. We love seeing that excitement and curiosity grow. It is wonderful to watch my son learn while having so much fun!
ParentThink On 64 studentPersonal attention is given to each child. My kid feels comfortable asking questions, trying new ideas and learning at their own pace, The classes strike a lovely balance between learning and enjoyment. I am delighted to see my kid developing a genuine interest in chess. I would happily recommend Think on 64 Chess Academy to other parents!
ParentThink On 64 studentExcellent coaching with a patient and supportive approach. My daughter enjoys every session!
ParentThink On 64 studentThink On 64, where every move builds a thinking mind.
