Narrative: Dogger

Study type: Genre Study | Status: Exemplar

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Concepts

This study delivers 1 primary concept and 5 secondary concepts.

Primary concept: Narrative sequencing (EN-KS1-C045)

Type: Skill | Teaching weight: 3/6

Ordering sentences to create a coherent story

Teaching guidance: Teach narrative sequencing by modelling how to write short stories or recounts in chronological order. Use time connectives (first, then, next, after that, finally) to structure the sequence. Provide picture prompts or story maps that children follow when writing. Start with retelling familiar stories before moving to original narratives. In Year 1, aim for 3-4 sequenced sentences; in Year 2, extend to 6-8 sentences with clear beginning, middle and end. Key vocabulary: first, then, next, after, finally, beginning, middle, end, in order, story, what happened Common misconceptions: Children often write narratives that are heavily front-loaded, with extensive detail about the beginning and very little about the middle or end. They may use 'and then' repeatedly instead of varying connectives. Some children struggle to maintain a consistent narrative thread, introducing unrelated events.

Differentiation

Model response (Entry): 'The boy woke up. He had cereal for breakfast. Then he walked to school.'

Model response (Developing): 'First, we got on the bus. Then, we arrived at the zoo. Next, we saw the lions and monkeys. Finally, we had ice cream and went home.'

Model response (Expected): 'One sunny morning, Lily found a golden key in her garden. She tried it in every lock she could find, but none of them opened. Finally, she tried the old shed door — it opened to reveal a beautiful secret garden inside.'

Model response (Greater Depth): Child writes a narrative with character introduction, rising tension, a climax and a satisfying resolution, using varied time and causal connectives, and with dialogue or description adding interest.

Re-reading for sense (EN-KS1-C046): Reading back own writing to check it makes sense

Planning writing (EN-KS1-C048): Thinking ahead and organizing ideas before writing

Expanded noun phrases (EN-KS1-C060): Adding adjectives to nouns for description (e.g., the blue butterfly)

Subordination (EN-KS1-C063): Using when, if, that, or because to join clauses

Co-ordination (EN-KS1-C064): Using or, and, or but to join clauses equally

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Thinking lens: Evidence and Argument (primary)

Key question: What is the evidence, how reliable is it, and what conclusions can it support? Why this lens fits: Evaluating and proof-reading require pupils to read their own writing as a text to be assessed — they use the evidence of what they have written to judge whether it meets the criteria of sense, accuracy and effect. Question stems for KS1:

How do you know that?

What clues can you see?

Can you finish: I think... because...?

Is that a guess or do you know for sure?

Secondary lens: Structure and Function — Narrative sequencing and varying text type both involve understanding how different structural arrangements serve different communicative purposes — chronology serves storytelling while instruction serves direction.

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Session structure: Text Study

Text Study

A reading-to-writing cycle for primary and KS3 English. Begins with shared or guided reading of a high-quality text, moves through analysis of language features and authorial choices, builds vocabulary, then scaffolds the writing process from planning through drafting to editing and publication.

shared_reading → analysis → vocabulary → planning → drafting → editing Assessment: Final written outcome in the genre studied, demonstrating understanding of text features, appropriate vocabulary use, and effective application of the writing process. Teacher note: Use the TEXT STUDY template: read a short, engaging text together, using pictures and expression to bring it alive. Help children point out interesting words and talk about what they mean. Guide them to say what happened in the story or what the text told them. Encourage them to have a go at their own simple piece of writing inspired by the text. KS1 question stems:

What happened in the story?

Which was your favourite word? Why do you like it?

How did the character feel? How do you know?

Can you write your own sentence like the one we read?

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Text type and features

Text type: Fiction Features to teach: problem-resolution structure, character feelings and reactions, setting description, beginning, build-up, problem, resolution, ending Writing outcome: Write an original narrative (8-12 sentences) about losing and finding something precious, using a clear problem-resolution structure with expanded noun phrases Grammar focus: expanded noun phrases (the old, brown teddy), co-ordination (and, or, but), subordination (when, if, because), commas in lists (from Y2 Appendix 2) Literary terms: character, setting, problem, resolution, narrator

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Suggested texts

Dogger by Shirley Hughes — Classic text with clear emotional arc and problem-resolution structure

Knuffle Bunny by Mo Willems — Alternative lost-and-found narrative with photographic illustration

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Genre

Narrative: Extended prose fiction with characters, setting, and a plot driven by conflict and resolution. The dominant literary form across all key stages, progressing from simple retelling (KS1) through structured narrative (KS2) to literary fiction with controlled voice and style (KS3-KS4).

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Why this study matters

Dogger provides a perfect model for Y2 narrative because its emotional arc is universally relatable (losing a beloved toy) and its structure is transparent. The five-part narrative structure (beginning, build-up, problem, resolution, ending) gives pupils a clear framework that is more sophisticated than KS1 beginning-middle-end but still manageable. The expanded noun phrases needed to describe the toy connect reading and grammar naturally.

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Sequencing

Leads to: Traditional Tales: The Enormous Turnip

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Pitfalls to avoid

Pupils write about their own lost toy experience as a recount rather than as a structured narrative

Problem is resolved too quickly without building tension

Expanded noun phrases used only in the opening rather than throughout

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Cross-curricular opportunities

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Reading and writing skills (KS1)

These disciplinary skills should be woven through teaching, not taught in isolation:

Structural and organisational analysis — Analyse how authors structure and organise texts at macro and micro levels — including genre conventions, narrative or argumentative architecture, paragraph organisation and sentence-level choices — and evaluate the effect of those structural decisions on the reader.

Noticing interesting words and phrases — Identify and discuss words and phrases that capture attention or create an effect, beginning to explain what makes them interesting, surprising or effective in the context of the text.

Prediction and hypothesis about texts — Form and evaluate hypotheses about a text's development, themes and intentions, revising those hypotheses in light of subsequent reading and explaining how earlier predictions were confirmed, complicated or subverted.

Critical summarising of extended texts — Summarise and distil ideas and arguments from substantial and challenging texts, exercising critical judgement about which information is central to the author's purpose and which is peripheral.

Word meaning from context — Understand the meaning of unfamiliar words encountered in simple texts by using the surrounding context, including pictures and sentence sense, to make a reasonable guess at what the word means.

Vocabulary in context — Give or explain the meaning of words and phrases as they are used in the text, drawing on understanding of the surrounding passage, knowledge of similar words, and awareness of how context shapes word meaning.

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Vocabulary word mat

Prior knowledge (retrieval plan)

Pupils should already know the following from earlier units:

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Scaffolding and inclusion (Y2)

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Knowledge organiser

Key terms:

narrative

character

setting

problem

resolution

noun phrase

describe

Core facts (expected standard):

Narrative sequencing: Writing a short narrative with a clear beginning, middle and end, maintaining a coherent sequence of events.

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Graph context

Node type: EnglishUnit | Study ID: EU-EN-KS1-006 Concept IDs:

EN-KS1-C045: Narrative sequencing (primary)

EN-KS1-C046: Re-reading for sense

EN-KS1-C048: Planning writing

EN-KS1-C060: Expanded noun phrases

EN-KS1-C063: Subordination

EN-KS1-C064: Co-ordination

Cypher query:

``cypher

MATCH (ts:EnglishUnit {unit_id: 'EU-EN-KS1-006'})

-[:DELIVERS_VIA]->(c:Concept)

-[:HAS_DIFFICULTY_LEVEL]->(dl)

RETURN c.name, dl.label, dl.description

``

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Generated from the UK Curriculum Knowledge Graph — zero LLM generation.