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

STEM programs in Haiti

By Ann Beatty • February 14, 2026
On 23rd January at the Cima Community School of Hope (ECEC), the first workshop was held with the first group of students as part of the STEM program. This activity marks a promising start to the program's implementation. STEM (Science, Technology, Engineering, and Math) is crucial for children because it fosters critical thinking, problem-solving, and creativity from a young age. It nurtures natural curiosity, helps children understand the modern world, and builds resilience through hands-on experimentation. Additionally, early STEM exposure prepares them for future academic and career success. A total of 20 students participated in this first session. The session focused on a general presentation of the importance of computer programming in today's world. The students were also introduced to the Scratch software interface, an educational tool well-suited for teaching children programming. This initial experience went smoothly and generated considerable interest and strong motivation among the students.

Make This Spring the Season You Secure Your Legacy

By Steve Sinnott • February 14, 2026
At the Steve Sinnott Foundation, we know that planning for the future is one of the most important things you can do for the people and causes you care about. That’s why we’re delighted to offer our staff and volunteers the opportunity to write or update their will this Spring. Whether you’ve been meaning to get started for years, or you simply need to make a few updates, this is the perfect time to take that important step. Join Our Free Will Writing Webinar To help you get started, we’ve partnered with expert estate planners Octopus Legacy , who will be hosting a free webinar(s) covering everything you need to know about writing or updating your will. Staff & Volunteers 12pm, Thursday 5th March Online via Zoom - https://us02web.zoom.us/webinar/register/WN_uvirWft7S12lJUby6oUtnQ#/registration Supporters 12pm, Tuesday 10th March Online via Zoom - https://us02web.zoom.us/webinar/register/WN_xxJNZd6ZQYKMOs-2fNz0Gg#/registration During the session, you’ll learn: Why it’s important to have an up-to-date will What to consider when writing or updating your will The different types of will-writing services available How Lasting Powers of Attorney work and why they matter How to claim your free will this Spring This webinar is designed to make what can feel like a complex process simple, clear and manageable. Why Having a Will Matters Having an up-to-date will ensures your wishes are respected and your loved ones are protected. Without one, the law decides how your estate is distributed and that may not reflect what you would have wanted. A will gives you peace of mind. It allows you to: Provide clarity and security for your family Appoint guardians for children if needed Make specific gifts to individuals or causes Ensure your estate is handled efficiently Updating your will is just as important as writing one. Life changes marriages, children, property purchases, or changes in circumstances can all affect your wishes. Claim Your Free Will This Spring As part of this initiative, eligible staff and volunteers will have the opportunity to claim a free will-writing service. Full details will be shared during the webinar, including how to access this benefit. We encourage you to take advantage of this opportunity. Writing or updating your will is one of the most responsible and caring decisions you can make for yourself and for those you care about. Register Now Spaces are available now, simply register using the link below: Staff & Volunteers - https://us02web.zoom.us/webinar/register/WN_uvirWft7S12lJUby6oUtnQ#/registration Supporters - https://us02web.zoom.us/webinar/register/WN_xxJNZd6ZQYKMOs-2fNz0Gg#/registration We hope you’ll join us on Thursday 5th March and take this positive step towards securing your future.

The Foundation supporting the achievement of the Sustainable Development Goals (SDGs)

By Kaylem James • February 3, 2026
In my time as an assistant at The Steve Sinnott Foundation (SSF), one of my research tasks was looking into how the Foundation contributed to the achievement of the Sustainable Development Goals (SDGs). I really believe in the work of the Foundation and I have also been raising funds as I believe that every child must have the right to education. SSF is a UK-based educational charity focused on promoting quality education worldwide. It plays a supportive role in achieving the United Nations 17 Sustainable Development Goals (SDGs), especially Goal 4: (Quality Education), but its work contributes to several others as well. Here's how the Foundation supports the SDGs: Goal 4 – Quality education (core focus) The Foundation's main mission is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It supports teachers and educational initiatives in developing countries. It runs programmes like: The Education for All Campaign – advocating for universal access to education. Teacher empowerment projects – providing training and resources to educators in under-resourced countries. Girls' education programmes – encouraging and supporting girls to stay in school and complete their education. Goal 3 – Good health and well-being Through education, particularly health-related programmes, the Foundation contributes to raising awareness about hygiene, nutrition, and mental health. The Foundation has developed a range of webinars to promote health and wellbeing and these can be found on YouTube. Goal 5 – Gender equality The Foundation promotes girls' education, directly addressing barriers that prevent girls from accessing and completing school. It advocates for the rights of women and girls, especially in patriarchal or disadvantaged societies. Goal 8 – Decent work and economic growth By improving access to education and vocational training, the Foundation helps create employment opportunities. Educated individuals have better chances of securing decent work. Goal 10 – Reduced inequalities It supports marginalised groups, including children in rural or conflict-affected areas, contributing to reducing global inequalities in education. Goal 16 – Peace, justice and strong institutions Promotes education as a force for peace and conflict resolution. Supports democratic participation and awareness through educational programmes that foster community engagement. Goal 17 – Partnerships for the goals Collaborates with NGOs, unions, schools, and governments to deliver and advocate for education projects. Builds international partnerships to achieve the SDGs through education. Summary While The Steve Sinnott Foundation's primary focus is on Goal 4, it contributes to many of the SDGs by empowering communities through education, particularly: Gender equality (Goal 5), Health (Goal 3), Economic growth (Goal 8), Reducing inequality (Goal 10), Peace (Goal 16), and Partnerships (Goal 17).  The Foundation’s programmes also contribute to the achievement of other SDGs through the power of the provision of education and life-long learning; 1. No Poverty, 2. Zero Hunger, 13. Climate Action. We believe that all of the 17 SDGs are only achievable by ensuring that all children, wherever they are born, deserve the human right of quality education. Over 250 million children are still out of school and the global out-of-school population has reduced by only 1% in nearly ten years, according to the UNESCO Global Education Monitoring Report 2024. There is still much work to do in achieving equitable and quality Education for All.