Optional Rule: Rewards & Treasures


In addition to XP, teachers may choose to offer additional rewards for the completion of Quests and Encounters. These can be used to introduce a competitive element into the game and provide further incentive for students in completing tasks.

Rewards


The easiest reward system to use is some form of fictional currency that is genre appropriate. 'Gold Coins' are a staple of fantasy tales, while Action Heroes and Superheroes might collect another fictional denomination (though for the sake of simplicity, Gold Coins can work equally well across all genres).

Rewards should be offered for the following achievements:

  • Successfully achieving the goal of a scenario
  • Completing a quest
  • Trading Treasures with other students.

Bonuses can be offered to students who are the first to complete a Quest or Encounter (Individually or as a group).

Rewards should be given at a rate of 1/2 (rounded up) the maximum possible XP a student can earn from a task. In class, Rewards can be used for two primary purposes, as a currency for buying Treasures from other students, or as an in-class currency for buying special privileges. For example, if students who demonstrate consistently good behaviour are allowed to listen to music when completing extended tasks, under Classroom Heroes this privilege might cost 5 Gold Coins.

Treasures


Treasures are items that can enhance a Hero's abilities beyond their normal levels, and consequently increase a Hero's action score during an Encounter.

Treasures can take almost any form and add a bonus to the Rating of a specified Trait. The Hero must have a specified skill in order to use a Treasure than increases a skill or attribute.

If you choose to, treasures may also be given an equivalent rating in Gold Coins (or other appropriate currency) as a guideline for buying or selling Treasures between students. When determining the Gold Coin value of a Treasure, compare the game effect of the treasure to the Level of an equivalent Special Ability, and assign (2 x Level) as the value of the Treasure, then add an additional increase in value equivalent to its power rating level for every Rating bonus over 2.

Some examples include:

After conquering the dreaded frost giants, the Heroic Demi-God retrieves a legendary sword from the Giant's cave. The sword grants the wielder a +4 bonus to their Close Combat-Sword Fighting skill. This ability is equivalent to a level 1 power, so the Treasure has a base value of 2, and has a Ratring bonus of +4, increasing the value of the treasure by 2, for a total value of 4.

A young Super Hero is undertaking a Quest to retrieve a stolen piece of computer hardware. The hardware, a cybernetic helmet, enhances the wearers mental functions, giving a +3 to Mind. The artifact has a base value of 6 (level 3 x 2) +3 (1 rating bonus above 2 x equivalent power rating of 3) for a total value of 9.

Treasures and Rewards would make the fun subject of cards and tokens for Students to accumulate over time.

Suggestions for Using Treasures and Rewards


When it comes to determining appropriate distributions of XP, Rewards and Treasures use the following guidelines.

XP - All students should have the opportunity to earn an Equal number of XP through the completion of set tasks. Student choice and individual effort are the primary determining factors of earning XP.

Rewards - If using Rewards, then Quests and Encounters should have a base value for all students who complete their work, with a bonus for individuals or groups that complete work first, or to the highest standard. These variations can be worked into the overarching narrative if desired, but the criteria should be made clear to all students beforehand.

Treasures - these items should be the rarest of all. If a treasure is on offer to the first group to successfully complete an Encounter, then only one treasure should be available regardless of whether an individual or team complete the Encounter. Requiring a team to decide on who claims Treasures after each Encounter offers a chance for students to develop teamwork skills that can be built on with explicit teaching.