Storytelling as a teaching device

The NEU ran a very useful webinar on the 19th January looking at ways that teachers can use storytelling to aid teaching. In this post I will summarise some of the ideas that were discussed and offer links to some of the resources that you can use.

Creating a story with 5 core elements

Tim Taylor uses storytelling with children to engage them and draw them into any topic that they are exploring. He works as freelance teacher-trainer for Mantle of the Expert (https://www.mantleoftheexpert.com/), and shared how he uses the 5 core elements of story to build a story in collaboration with children. These 5 elements are; characters, locations, events, time, and tension.

He described the process of building a story in collaboration with the children. To build a story from scratch with no starting point can be both time consuming and difficult in terms of managing a topic, and the input from children. Stories that we already know are good starting points, and can give us a framework to build around.

Mantle of the Expert has some story resources here you can use (https://www.mantleoftheexpert.com/stories/)

By starting with a given for example starting with a given character, that grounds students in a starting point. They can explore this starting point, what do they look like, what are they doing and so on.

You can follow this with a narrative event, and explore that too. Then the next given is offered and explored in the same way. Throughout the process you are adding details and flavour to the story, and linking it to the subject or curriculum topic that you are looking at.

Another tool he recommended was the three forms of representation proposed by Jerome Bruner. The idea with this is that young learners can learn any material as long as the instruction is organised in the appropriate way. An effective way of learning is to progress through new material from Enactive Representation (action-based), through Iconic Representation (image-based), to Symbolic Representation (language-based)

The Power of Story in Role Play

 

Debra Kidd took us through an example of using storytelling to look at and investigate water reserves.


She demonstrated how developing one story with the children could tie in a number of different parts of the curriculum.


In this example the children role played the researchers for a water charity and the teacher took the role of the CEO of the charity wanting to work in this area. This story was able to draw together all these strands of the curriculum into the one story.


·       The geography of Bangladesh

·       Flood plains, rivers and mountains

·       Climate change

·       Poverty and land use

·       Forces (water and resistance)

·       Design Technology

·       Plants and growth

·       Weather patterns and the water cycle

·       Human resilience and achievements

·       Reading for information

·       Writing to inform, to persuade, to entertain

·       Data handling, measuring


At each stage of the story she used powerful photographs to set the scene of the problem. Here is an example of how she builds a story with the children.


“How do we get these boys off the roof? What do you notice?”


The freeze time! And ask… “Where are we taking them? What right do we have to take them?”


The next photograph may be of a rescue centre. Throughout the process of building the story ask questions, the image will help to draw out observations and thus good questions.

“How do we keep things safe here? How do families meet and connect with each other?”


Offer questions too. “How do we prove we are trustworthy?” How are logo’s and branding used in these situations. What are symbols and how are they used by people. “How does that change the way people behave when they are wearing these symbols?”


When we have solved one situation, offer a new dilemma. “What else do the boys need?”

Actually, they really want to meet their father. BUT the father doesn’t want to meet them

So we ask WHY?He explains that his farm keeps flooding, his wife has died, he has nothing to feed the boys with, they are hungry, he feels he can’t look after them anymore, and he wants you as a charity to take them and give them a better life.


Freeze time and discuss this with the children again. Is he bad? Why is he doing this? Is there anything else we can do to help them, without them being dependant on outside help.

Surely there is something we can do? Shift children away from just feeling sorry for people, but to develop hope and find a solution. The children are then powered by questions. Why does the place keep flooding, explore the geography, how is climate change altering this?


Working together online the children can contribute images, sound files, ideas, videos, for what could be made to help these people. They could use Minecraft, for example, to build a model of what could be made.


A great online resource for sharing different kinds of media is called Padlet. (https://padlet.com/ ) she uses it for the children to gather their ideas and the things they have found.


If you want to take the story to the next level, you could ask - “That was too much water, what about too little water. How can we save water and look after our own resources?”


NEU remote learning hub

 

Alex Kenny, explained that it was really important to Share knowledge on this and offered some links to help with this. Urging teachers to use these links to please talk to each other to help and see what others are doing that works.


https://nationaleducationunion.foleon.com/neu-remote-learning-portal/neu-remote-education-hub/home/


https://nationaleducationunion.foleon.com/neu-remote-learning-portal/neu-remote-education-hub/home/


https://guild.co/app/joining-guild?accessCode=DKw9m2ysE


The power of Story in Early Years


Lucy Coleman suggested that we use what is already out there, there are lots of resources available. (the Steve Sinnott Foundation has a great resource pack where we have pulled together many different resources into one place for this https://www.stevesinnottfoundation.org.uk/resources)


In early years the partnership with parents is really important, and now through remote learning we can empower them so that they can help even more. Create a dialogue with them because they won’t know what to do otherwise).


A simple example of what parents can do is as children play ask, “Tell me a story, about what you are doing.” Their parent can write it down and then can role play it back with the child.


Make sure the resources are diverse, and show equality, here are some useful ones.


https://www.scholastic.co.uk/


https://www.bristolearlyyears.org.uk/early-learning/home-learning/


https://speechandlanguage.info/parents/activities


Reclaiming Education


Daniel Kebede ended with a call “Let’s reclaim education for our children sakes, we can make changes, this era has shown that there are other ways to do things.”


Thank you for reading. If you use storytelling as a teaching tool, tell us about it in the comments below. 

The Steve Sinnott Foundation • January 29, 2021

Change Starts with a Will: Leave a Legacy That Helps Transform Education

September 7, 2026
Most of us want to leave the world a little better than we found it. Whether that's through the people we love, the values we pass on, or the causes we care about, we all hope our legacy will make a difference. One of the simplest ways to do that is by writing a will. This autumn, we are proud to be taking part in the Change Starts with a Will campaign, allowing our supporters to write or update their will free of charge through our trusted partner, Octopus Legacy. Why writing a will matters Writing a will isn't just about deciding who inherits your possessions. It's about making sure your wishes are respected and providing peace of mind for the people you care about. Having a will means you can: Protect the people you love. Make important decisions about your estate. Reduce uncertainty for your family. Leave a lasting gift to a cause that reflects your values. Many people put off writing a will, believing it's something to think about later in life. In reality, it's one of the most important documents you'll ever create. A legacy that supports education Steve Sinnott dedicated his life to championing education as a fundamental human right. His belief was simple but powerful: every child deserves the opportunity to learn, and every teacher deserves the support they need to inspire future generations. Today, we continue that mission by working with partners across the world to improve access to quality education, strengthen teaching and support communities where education can change lives. When you choose to leave a gift in your will to The Steve Sinnott Foundation, you're helping ensure that this work can continue for years to come. After taking care of family and friends, even a small gift could help provide learning opportunities, strengthen education systems and create brighter futures for generations to come. A gift that lasts beyond a lifetime Legacy gifts play an important role in helping charities plan for the future. Your support could help us continue investing in sustainable education projects, supporting teachers and ensuring more children have access to the education they deserve. It's a powerful way to ensure your values live on long into the future. Write your will for free As part of our Autumn 2026 campaign, we're offering supporters the opportunity to write or update their will free of charge through Octopus Legacy. There is no obligation to leave a gift to The Steve Sinnott Foundation, but we hope you'll consider remembering us after you've taken care of those closest to you. Together, we can continue Steve Sinnott's vision of a world where education changes lives. Find out more If you've been thinking about writing your will, there's never been a better time. Our free will service is available until 31 October 2026 , making it easy to protect the people you love while considering the lasting impact your legacy could have on education worldwide.  https://octopuslegacy.com/online-will?channel=partner Change starts with a will. And together, we can help create a future where education is accessible to everyone.

What happens when creativity, young people, education and community come together?

By Ann Beatty • August 25, 2026
Seeds of Hope are everywhere! “I wasn't quite sure what to expect when I arrived at Stage at the Lake…” But it was special to meet all of the Calderdale team in person, who had brought this four-day event together so successfully. Sometimes an event stays with you long after the final performance has finished. My visit to Stage at the Lake at the beautiful Shibden Hall in Calderdale was one of those occasions. As UNESCO ASPnet UK Coordinator, I was delighted to be invited as a guest, but what I experienced was much more than simply attending an event. Here, in the grounds of a house steeped in history, the past, present and future seemed to meet. The English Chamber Orchestra filled the setting with music, Northern Ballet brought movement and storytelling to life, and throughout there was a wonderful sense of creativity, community and possibility. And then there were the parklets; a unique gardening festival at Shibden Park celebrating community, creativity and the power of nature to bring people together. At its heart was a specially commissioned trail of ten micro show gardens, designed and built by community groups from across Calderdale. It was wonderful to see spaces where ideas, conversations and creativity were flourishing and connecting through Seeds of Hope. I cannot wait to see them transported to their ‘forever homes’. Standing there, I found myself thinking about what we mean when we talk about education, culture and hope. 

Alfa Liv Kalkil - Math concepts for popular literacy classes in Haiti

By Chancy Jak • August 25, 2026
2025 During the annual fomasyon for Alfa monitors, Antoliyis Pye gave an extensive presentation on how best to introduce and develop basic math concepts in literacy classes. The response to his insight and enthusiasm led to our decision to create our own math book for Alfa participants.  In Haiti and around the world, illiterate market women and peasant farmers develop their own techniques for calculating and recording numbers. However, in providing literacy for the development of our people, we must also introduce the world of conventional numeracy. These skills lead to logical thinking, problem-solving, and the ability to interpret and make informed decisions on numerical evidence. For a year we worked together to draft the contents of our Alfa Liv Kalkil, seek illustrations, create layout, and finally take our product to the local printer. Funds were provided for 350 copies, enough for each Alfa participant at each of our sites at the present level of attendance. 2026 Our next step was to fully engage each Alfa monitor in the process for introduction and use of Liv Kalkil in Alfa classes. Our two day fomasyon for 2026 was dedicated to ensuring that each member of our team was familiar with the book and comfortable in implementing the concepts with Alfa participants. The sessions were a great success. Every monitor was extremely pleased with this new tool which will allow them and their classes to work together in the world of mathematics. Liv Kalkil is now in service for every participant throughout Alfa, from Limonade itself out to sites in the hills and along the river. It is with some excitement that the monitors and participants are beginning to use our very own, home-grown, math book. In the same way that we already had Goute Sel*, Lekti Netale*, Ti Koze Sou Istwa Peyi Dayiti*, we are proud to have this math book which advances our shared work for the development of our people. We are profoundly grateful to all those who have encouraged and supported us in developing this book. We want to thank our dedicated team of monitors, the Alfa support team in Columbus, Ann Beatty and the Steve Sinnott Foundation, and the many others who contribute to our literacy programme. Chancy Jak (Alfa Co-ordinator) Antoliyis Pye (senior monitor) *Goute Sel: Taste of Salt (base text for Alfa literacy classes) *Lekti Netale (reading comprehension) *Ti Koze Sou Istwa Peyi Dayiti (stories from Haitian history; Alfa second level)