Traditional Tales: Little Red Riding Hood

Study type: Genre Study | Status: Mandatory

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Concepts

This study delivers 1 primary concept and 4 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.

Secondary concept: Sentence composition (EN-KS1-C044)

Type: Skill | Teaching weight: 3/6

Creating complete, meaningful sentences

Differentiation

Secondary concept: Writing for different purposes (EN-KS1-C047)

Type: Skill | Teaching weight: 3/6

Adapting writing for different text types (narrative, recount, poetry)

Differentiation

Secondary concept: Exclamation marks (EN-KS1-C056)

Type: Skill | Teaching weight: 2/6

Using exclamation marks to show strong feeling

Differentiation

Secondary concept: Drama and role-play (EN-KS1-C077)

Type: Process | Teaching weight: 2/6

Taking on roles to explore characters and situations

Differentiation

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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: character descriptions (big bad wolf, little girl), direct speech pattern (What big eyes you have!), danger and rescue structure, moral lesson (do not talk to strangers) Writing outcome: Write own version of a familiar story changing one element (character, setting or ending) in 5-8 sentences Grammar focus: capital letters and full stops, exclamation marks, joining words (and, but) (from Y1 Appendix 2) Literary terms: character, setting, moral, villain, hero

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Suggested texts

Little Red Riding Hood by Traditional (various illustrators) — Use alongside a modern retelling for comparison

Little Red by Bethan Woollvin — Modern feminist retelling — strong female protagonist

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Genre

Traditional Tale: Stories passed down through oral tradition with archetypal characters, repetitive structures, and moral lessons. The entry point to narrative for KS1 children because the familiar structures scaffold retelling and independent composition. Includes fairy tales, myths, legends, fables, and folk tales.

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Why this study matters

Building on the first traditional tale unit, this unit introduces changing one story element as a scaffold to independent composition. Y1 children can manage changing the setting, the character, or the ending while retaining the familiar structure. The dialogue pattern (What big X you have!) is highly memorable and supports early speech punctuation awareness.

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Sequencing

Follows: Traditional Tales: The Three Billy Goats Gruff

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Pitfalls to avoid

Pupils copy the original rather than innovating their own version

Character change is superficial (just changing the name) rather than meaningful

Drama work does not feed into the writing task

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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 (Y1)

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Knowledge organiser

Key terms:

traditional tale

character

villain

hero

moral

retell

version

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-KS1-002 Concept IDs:

EN-KS1-C045: Narrative sequencing (primary)

EN-KS1-C044: Sentence composition

EN-KS1-C047: Writing for different purposes

EN-KS1-C056: Exclamation marks

EN-KS1-C077: Drama and role-play

Cypher query:

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MATCH (ts:EnglishUnit {unit_id: 'EU-EN-KS1-002'})

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

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