What is StoryForge?
StoryForge is a dynamic education game which focuses on social and emotional learning through creative storytelling, imaginative play and spoken literature.
Ideal for small groups of 3-4 learners aged between 9 and 16.
Gameplay is conversational and cooperative and meets the needs of multiple learners by incorporating many experience-enhancing play aid materials such as detailed maps, game boards, character tokens, dice and music.
The sessions provide scaffolding around core English, maths, and digital skills but are also designed to help learners develop other key employability skills such as social confidence, critical thinking, empathy, emotional intelligence and regulation, as well as understanding the benefits of teamwork.
All StoryForge program development claims are backed up by evidence-based research and presented here.
Course content is extremely flexible and can be adjusted based on the needs and abilities of the learners, though at least a basic understanding of spoken English will be required to participate.
Crucially, StoryForge is engaging and fun, where learners get to see it as simply playing in a game. Their enjoyment draws them in so that the trained group facilitator can subtly introduce techniques to support opportunities for social development.
It's a game where learners get to experience firsthand what it feels like to be the heroes of the story
StoryForge offers learners the chance to experience exciting and immersive moments in which genuine feelings of competency and confidence can arise. These feelings, while rooted within a fictional setting, can transfer back into real life once the game has ended.
StoryForge aims to simulate worlds and allow learners to practice themselves and who they want to become, making it a truly special and invaluable educational tool.
How does a game of StoryForge work?
StoryForge is a unique sub-genre within the medium of tabletop role-playing games (TTRPGs), a medium which has now existed for more than half a century.
A game requires a group of 3-4 learners to gather together, either around a table or online, to collaborate through creative conversation and guided by rules to play out an emergent story within their collective imaginations.
The learners take control of the main characters of the story and guide them through a fictional world to face challenges, solve puzzles, uncover treasure, overcome adversity and develop a shared narrative.
The game incorporates experience-enhancing play aid materials such as detailed maps, game boards, character tokens, dice and music to help meet the needs of all learners.
Playing a StoryForge game is similar to engaging with a Choose Your Own Adventure book, where readers would take on the role of the protagonist and have significant agency over the direction of the story.
To an observer, a StoryForge game would appear similar to an improvised audiobook drama, with the learners assuming the roles of both creator and audience.
The role of the Facilitator
The facilitator plays a central role in guiding the learners through a StoryForge game session.
The Facilitator is the arbiter of the game setting and rules and is responsible for any narrative judgements when those rules don't cover a specific situation.
They aim to make the experience exciting and immersive for learners before discreetly introducing techniques to support the group's social development.
Their key responsibility is to describe the environment to the learners and help them construct a vivid mental image of what their characters can see, hear, and otherwise explore.
They then look to maintain the cycle of play by verbally responding to the learner's character's actions in real-time.
The Facilitator will introduce narrative challenges and dramatic conflicts for the learners to navigate and manage.
They will also portray all the dialogue and opinions of the side characters whom the learners' characters might encounter during a session.
Praise for StoryForge
“Andrew's programme showcased creative and engaging teaching through storytelling, digital resources, and active learning strategies, ensuring high levels of participation and enthusiasm. His dynamic delivery, effective scaffolding, and well-designed stretch-and-challenge questions fostered deep thinking and inclusivity among the learners.
Praise and constructive feedback were consistently meaningful, motivating learners and reinforcing their progress. The session concluded with an impactful plenary, consolidating learning through a thoughtful cause-and-effect activity.”
Claire Bellerby
Head of Department, Gateshead College
"The game was so much fun!"
"There were images, music, maps and game tokens, which made it interesting and exciting."
"Explained everything really well and made it easy to understand."
"The game made Maths fun and interesting."
"Everyone playing was included and had a turn."
"Everything was really well prepared and organised."
"It was a great game, and I enjoyed it a lot!"
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