Teacher Resources 📚
Select a book to access its classroom resources, chapter guides, drama activities, PSHE lesson plans, worksheets, and curriculum mapping.
KS1 differentiation notes
Focus on Chapters 1–4. Pre-teach five words per chapter. Use the feelings check-in before each session. Paired listening works well.
All twelve chapters work as read-aloud. Pause after each chapter ending and ask one question. Short sentences in later chapters are suitable for shared reading.
Year 2 readers who are building confidence can access Chapters 1–6 independently. Use the KS1 word lists for pre-reading vocabulary work. Discussion starters in the Read-Aloud Companion support comprehension after each chapter.
Farm vocabulary is largely concrete and contextualised, making meaning accessible without prior knowledge. The fable tradition provides cultural touchpoints across many heritages. The discussion starters in the Read-Aloud Companion work well as spoken language activities before any written response.
Using this book at KS1
Best use at KS1: read-aloud. The book is designed to read as easily at bedtime as in a Year 1 classroom. Vocabulary is deliberately stretching, context usually clarifies meaning, making this a strong inference-building text even for younger listeners.
Interest age: 5+ for read-aloud · Independent reading: from ~8 · Reading age: ~7–8
The first four chapters are the most accessible. Chapters 1–4 address concrete, visible lessons (first impressions, honesty, different kinds of ability, patience) before the book moves to more complex social dynamics in Chapters 5–8 (being underestimated, appearance versus reality, self-deception, teamwork) and inner-world themes in Chapters 9–12 (listening to wisdom, injustice and dignity, resilience, belonging and redemption).
Read-Aloud Companion
The Read-Aloud Companion is designed for parents and carers but works equally well for KS1 teachers reading aloud: conversation starters, guidance on sensitive themes, and tips for when a child gets stuck.
Open Read-Aloud Companion →KS1 Word Lists, Years 1 & 2
Statutory word lists from the National Curriculum (England) 2014. Words highlighted in green appear in Zoe and the Great Summer Jubilee.
Source: NC 2014 Appendix 1. Free to reproduce for classroom use.
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All of the KS1 English content above (differentiation notes, guidance, and both word lists) as a single Word document.
⇩ Download as PDFKS2 differentiation notes
All twelve chapters are accessible as class reader or guided reading. Use the KS2 word lists for pre-reading vocabulary work and discussion starters to support comprehension after each chapter. Bloom's Remember and Understand questions are available in the question bank below.
Chapters 9–12 are particularly strong for inference and character analysis. Use Bloom's Apply and Analyse questions from the question bank to stretch thinking. The fable texts embedded in each chapter work well for paired reading and comparative discussion.
Bloom's Evaluate and Create questions in the question bank are well-suited to greater depth readers. Chapters 7, 10, and 12 carry the most complex moral weight and reward close reading for subtext, implication, and authorial intent. Drama activities, including Conscience Alley and Forum Theatre, provide structured frameworks for higher-order spoken response. Download the Drama Activity Pack below.
Farm vocabulary is largely concrete and contextualised, making meaning accessible without prior knowledge. The fable tradition provides cultural touchpoints across many heritages. Drama activities, including hot-seating and conscience alley, build spoken language before written response. Download the Drama Activity Pack below.
Using this book at KS2
Best use at KS2: class reader or guided reading. The twelve-chapter structure maps cleanly to a half-term unit. Each chapter is self-contained enough for a single guided reading session, while the cumulative arc rewards whole-book study.
Interest age: 6–9 · Independent reading: from ~8 · Reading age: ~7–8 · Best fit: Years 3–4 as class reader; Years 4–6 for independent and guided work
The fable anchor in each chapter makes the book particularly strong for inference, theme, and authorial intent work. Chapters 9–12 carry the most complex moral weight and are well-suited to Bloom's Analyse and Evaluate questions.
KS2 discussion starters, all chapters
One question per chapter to open class or guided reading discussion.
| Ch 1 · The New Arrival | What does it feel like to be judged before anyone knows you? |
| Ch 2 · The Lost Lantern | What makes it hard to tell the truth after getting something wrong? |
| Ch 3 · The Great Race | What is the difference between looking slow and being careful? |
| Ch 4 · The Stubborn Gate | Can you think of a time when being patient worked better than pushing harder? |
| Ch 5 · The Clever Solution | When is being small or different actually an advantage? |
| Ch 6 · The Prize Stall | What is the difference between something that looks good and something that is good? |
| Ch 7 · The Sour Berries | Why is it sometimes hard to admit when we cannot do something? |
| Ch 8 · The Tug of War | What changed when you worked together rather than just tried harder? |
| Ch 9 · The Goose's Warning | What makes it hard to listen when you have already made up your mind? |
| Ch 10 · The False Accusation | Why might saying nothing sometimes be more powerful than arguing back? |
| Ch 11 · The Great Storm | What does it really mean to be strong? |
| Ch 12 · The Jubilee Parade | What made Mayo's step backward the most important thing he did in the whole story? |
Bloom's Taxonomy Question Bank
One question per chapter across all six cognitive levels. Select a level to view all twelve chapter questions.
Recall and recognition
| Ch 1 · The New Arrival | What does Zoe do when she walks into the farmyard for the first time? |
| Ch 2 · The Lost Lantern | What happens to the lantern, and who is involved? |
| Ch 3 · The Great Race | Who takes part in the race, and who wins? |
| Ch 4 · The Stubborn Gate | What is wrong with the gate, and who tries to fix it? |
| Ch 5 · The Clever Solution | What problem needs solving, and who solves it? |
| Ch 6 · The Prize Stall | What is on the prize stall, and what does the character choose? |
| Ch 7 · The Sour Berries | What are the sour berries, and what does the character say about them? |
| Ch 8 · The Tug of War | Who are the two sides, and what happens? |
| Ch 9 · The Goose's Warning | What does the goose warn the others about? |
| Ch 10 · The False Accusation | What is Zoe accused of, and what does she do in response? |
| Ch 11 · The Great Storm | What happens during the storm, and who acts first? |
| Ch 12 · The Jubilee Parade | What happens at the parade, and what does Mayo do? |
Explanation and interpretation
| Ch 1 · The New Arrival | Why are the farm animals afraid of Zoe before she has said or done anything? |
| Ch 2 · The Lost Lantern | Why does the character find it hard to tell the truth after the lantern is lost? |
| Ch 3 · The Great Race | Why does the winner succeed, even though they are not the fastest? |
| Ch 4 · The Stubborn Gate | Why does patience work better than force when dealing with the stubborn gate? |
| Ch 5 · The Clever Solution | Why is the least expected character able to solve the problem? |
| Ch 6 · The Prize Stall | Explain why choosing the most impressive-looking prize might be a mistake. |
| Ch 7 · The Sour Berries | Why does the character decide they did not want the berries anyway? |
| Ch 8 · The Tug of War | Explain why the animals only succeed when they work together. |
| Ch 9 · The Goose's Warning | Why do the animals find it hard to listen to the goose's warning? |
| Ch 10 · The False Accusation | Why does Zoe choose to say nothing when she is falsely accused? |
| Ch 11 · The Great Storm | Explain what Zoe does during the storm and why it matters. |
| Ch 12 · The Jubilee Parade | Explain what Mayo's step backward means and why it is significant. |
Using knowledge in new contexts
| Ch 1 · The New Arrival | How might the story have been different if Zoe had spoken up immediately when the animals pulled back? |
| Ch 2 · The Lost Lantern | Think of a time when telling the truth was difficult. How does that compare to what happens in this chapter? |
| Ch 3 · The Great Race | How could you use the lesson of this chapter to help someone who always feels they finish last? |
| Ch 4 · The Stubborn Gate | Where else in life might patience work better than pushing harder? Give an example outside the story. |
| Ch 5 · The Clever Solution | Can you think of a situation where a surprising person solved a problem? What made it possible? |
| Ch 6 · The Prize Stall | How would you decide between something that looked impressive and something less obvious but better? |
| Ch 7 · The Sour Berries | Have you ever pretended you did not want something after you could not have it? How does that compare to this chapter? |
| Ch 8 · The Tug of War | Describe a task that would be impossible alone but achievable as a group. What makes the difference? |
| Ch 9 · The Goose's Warning | What would you do if you had important information but knew people might not listen? How does this connect to the goose? |
| Ch 10 · The False Accusation | If you were falsely accused of something, would you react the way Zoe does? What would be the hardest part? |
| Ch 11 · The Great Storm | How would you behave if you were scared but knew someone needed help? What does this chapter suggest about courage? |
| Ch 12 · The Jubilee Parade | Think of a real situation where someone admitted they were wrong in public. How does that compare to Mayo's moment? |
Breaking down, comparing, examining structure
| Ch 1 · The New Arrival | Compare how Mayo and George react to Zoe's arrival. What does each reaction tell us about their character? |
| Ch 2 · The Lost Lantern | How does the author build tension before the truth about the lantern is revealed? |
| Ch 3 · The Great Race | How does the fable of the Tortoise and the Hare connect to this chapter? What is the same and what is different? |
| Ch 4 · The Stubborn Gate | Analyse the difference between stubbornness and patience in this chapter. Are they always opposites? |
| Ch 5 · The Clever Solution | Why might the other animals have overlooked the character who solves the problem? What assumptions did they make? |
| Ch 6 · The Prize Stall | Analyse the difference between what looks valuable and what is actually valuable. What makes this a hard distinction? |
| Ch 7 · The Sour Berries | How does the character's behaviour show self-deception? What clues does the author give? |
| Ch 8 · The Tug of War | How does the dynamic between the animals change across this chapter? What shifts the outcome? |
| Ch 9 · The Goose's Warning | Compare the goose's warning to the fable of the Farmer and the Viper. What is the author saying about trust? |
| Ch 10 · The False Accusation | Analyse Zoe's decision to stay silent. Is it strength or resignation? What evidence supports each reading? |
| Ch 11 · The Great Storm | How does the storm function as more than just a weather event? What does it represent? |
| Ch 12 · The Jubilee Parade | Analyse Mayo's final action. Why does the author choose this as the resolution rather than a speech or apology? |
Making judgements and justifying them
| Ch 1 · The New Arrival | Was it fair for the farm animals to be afraid of Zoe? Justify your answer using evidence from the chapter. |
| Ch 2 · The Lost Lantern | Do you think the character made the right decision about the lantern? What would you have done differently, and why? |
| Ch 3 · The Great Race | Was the race a fair test of ability? Evaluate what it actually measures compared to what the animals assumed. |
| Ch 4 · The Stubborn Gate | Is patience always a virtue, or can it sometimes be a weakness? Use this chapter to support your argument. |
| Ch 5 · The Clever Solution | Was it right for the animals to underestimate the character who solved the problem? What should they have done differently? |
| Ch 6 · The Prize Stall | Evaluate the choice made at the prize stall. Was it a mistake, or was there a reason it made sense at the time? |
| Ch 7 · The Sour Berries | How honest is the character being with themselves? Is self-deception ever understandable? |
| Ch 8 · The Tug of War | Could the animals have found a different solution? Evaluate whether teamwork was the only answer. |
| Ch 9 · The Goose's Warning | Was the goose right to give the warning? Evaluate whether the other animals' response was reasonable. |
| Ch 10 · The False Accusation | Was Zoe's silence the right response? Evaluate the advantages and disadvantages of staying quiet when accused. |
| Ch 11 · The Great Storm | Who shows the most courage in this chapter? Justify your answer with evidence. |
| Ch 12 · The Jubilee Parade | Is Mayo's gesture enough? Evaluate whether one act can undo a pattern of behaviour. |
Producing something new
| Ch 1 · The New Arrival | Write the diary entry Zoe might write on her first night at Merevale Creek Farm. |
| Ch 2 · The Lost Lantern | Write the scene where the truth about the lantern comes out, from the perspective of the character who lost it. |
| Ch 3 · The Great Race | Design a different kind of race that gives every animal a fair chance. Describe the rules and why you chose them. |
| Ch 4 · The Stubborn Gate | Write a short story where impatience makes things worse and patience eventually solves the problem. |
| Ch 5 · The Clever Solution | Create a profile for an unexpected character who excels at something no one has noticed. What is their hidden strength? |
| Ch 6 · The Prize Stall | Design your own prize stall with three items, one that looks impressive, one that is actually useful, and one that is both. Justify each choice. |
| Ch 7 · The Sour Berries | Write the internal monologue of a character pretending they did not want something they really did want. |
| Ch 8 · The Tug of War | Create a set of rules for working as a team, based on what the animals learn in this chapter. |
| Ch 9 · The Goose's Warning | Write the goose's warning as a formal letter, a spoken announcement, and a text message. How does the tone change? |
| Ch 10 · The False Accusation | Write an alternative ending where Zoe decides to speak up rather than stay silent. What happens? |
| Ch 11 · The Great Storm | Write a weather report for the storm, but make it also describe the emotional atmosphere on the farm. |
| Ch 12 · The Jubilee Parade | Design the Jubilee Parade programme as it would appear to an outsider, then annotate it with what the farm animals would actually be thinking. |
Drama Activity Pack
Twelve drama activities, one per chapter. Each is mapped to the KS1/KS2 Spoken Language statutory requirements and needs no equipment. Use as a standalone activity or alongside the PSHE lesson plans.
KS2 Word Lists, Years 3–4 & 5–6
Statutory word lists from the National Curriculum (England) 2014. Words highlighted in green appear in Zoe and the Great Summer Jubilee.
Source: NC 2014 Appendix 1. Free to reproduce for classroom use.
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All of the KS2 English content above (differentiation notes, guidance, discussion starters, the full Bloom's question bank, the drama pack summary, and both word lists) as a single Word document.
⇩ Download as PDFPSHE Association Quality Mark
Twelve full PSHE-format lesson plans, one per chapter, mapped to the PSHE Association Programme of Study 2026. Each includes learning objectives, structured lesson plan, differentiation, assessment opportunities, and sensitive teaching notes.
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The PSHE Association Quality Mark overview and the full 12-chapter curriculum mapping table as a single document.
⇩ Download as PDFOne child sits as Zoe on her first morning at the farm. The class asks questions in character as the other animals.
Try asking: How did it feel walking into that farmyard? Why didn't you argue back? What made you decide to help George?
💬 Has anyone ever felt like the new animal? What did it feel like to be looked at that way?
The class forms two lines. Max walks slowly between them. One side whispers reasons to speak up. The other whispers doubts.
Speak-up side: "They'll believe you this time." / Doubt side: "They won't listen, it'll only make it worse."
💬 What makes it hard to tell the truth after you've already got something wrong?
Two children act the moment Oscar turns around the boggy patch while Mayo charges straight in. Freeze. The class asks each: what are you thinking?
Ask Oscar: why did you walk the course this morning? Ask Mayo: did you know about the firm ground to the left?
💬 What is the difference between looking slow and being careful?
In pairs: one plays Mayo, one plays Zoe who must persuade him that patience will work, without arguing. Swap roles.
Challenge: Zoe cannot disagree directly. She can only ask questions or suggest.
💬 Can you think of a time when being patient worked better than pushing harder?
Groups must solve a stuck problem using the smallest or least expected member, like Calypso. Largest members must try first and fail.
Rule: the largest members of the group must try first, and fail, before the group reconsiders.
💬 When is being small or different actually an advantage?
One child sits as Rufus after the feast, rosette propped against his cup, honey long gone. The class questions him about his choice.
Try asking: Do you regret it? What does the rosette give you that the honey couldn't? If you could choose again, what would you pick?
💬 What is the difference between something that looks good and something that is good?
Mayo walks between two lines. One side whispers the honest thought. The other whispers the easier story.
Honest: "Just admit you couldn't reach them." / Easier: "Say the lower ones were better. Nobody needs to know."
💬 Why is it sometimes hard to admit when we can't do something?
Two rounds of tug of war. Round 1: no coordination. Round 2: appoint a Zoe to position everyone calmly and give one signal. Compare.
The Zoe role: no shouting, must position and instruct calmly before the round begins.
💬 What changed when you worked together rather than just harder?
In pairs: June tries to stop Rufus disturbing the wasps; Rufus is determined to act. June must persuade without raising her voice. Rufus must justify without being rude.
Perform for the class. Which pairs made it most convincing?
💬 What makes it hard to listen when you've already made up your mind?
Act out the wreath scene. At any moment a child calls "Freeze!" and steps in as Zoe to try a different response. What happens when she defends herself? When she stays silent?
Try at least three different Zoe responses. Compare what happens each time.
💬 Why might saying nothing sometimes be more powerful than explaining yourself?
Three frozen moments: (1) Mayo shouting "Stand firm!" (2) Zoe moving low through the storm. (3) Calypso on the maypole. Class asks each: what are you thinking? Are you scared?
Each character thinks they are doing the right thing. That is the point.
💬 What does it really mean to be strong?
Groups perform the moment Mayo steps back and says: "I think it should be Zoe." Each group must find a different way, reluctantly, proudly, quietly, with a long pause before.
Same six words. Entirely different meaning depending on how they are said.
💬 What made Mayo's step backwards the most important thing he did in the whole story?
CASEL Framework, Book 1
The five CASEL competencies map across all twelve chapters of Zoe and the Great Summer Jubilee. The table below shows which competency is most prominently addressed in each chapter, with the primary chapter for each competency highlighted.
| CASEL Competency | Description | Primary chapters | Key moment |
|---|---|---|---|
| Self-Awareness | Recognising one's own emotions, values and strengths | Chs 3, 7 | Ch 3: Oscar walks the course, assesses his own strengths honestly, and competes within his actual capabilities rather than on Mayo's terms. Ch 7: Mayo realises he cannot reach the berries and must acknowledge it, rather than pretend. |
| Self-Management | Regulating emotions, setting goals, showing resilience | Chs 4, 11 | Ch 4: Zoe waits patiently with the stubborn gate while others force and fail. Ch 11: During the storm she moves low and quietly while others stand rigid and are overwhelmed. |
| Social Awareness | Empathy, understanding diverse perspectives | Chs 1, 10 | Ch 1: The farm animals judge Zoe before she has said or done anything, a vivid illustration of how prejudice operates without evidence. Ch 10: Zoe stays silent when falsely accused, understanding that arguing back will change nothing in that moment. |
| Relationship Skills | Communication, teamwork, resolving conflict | Chs 2, 6, 8 | Ch 2: Max must tell the truth about the lantern, rebuilding trust after a failure. Ch 6: Rufus chooses appearance over substance and lives with the consequences. Ch 8: The tug of war is only won when the animals coordinate rather than simply try harder. |
| Responsible Decision-Making | Ethical choices, considering consequences | Chs 5, 9, 12 | Ch 5: Calypso's unexpected solution works because someone chose to look differently at the problem. Ch 9: June's warning goes unheeded, the cost of choosing not to listen. Ch 12: Mayo steps backward at the parade, choosing to give credit rather than take it. |
Chapter-by-chapter CASEL mapping
| Ch 1 · The New Arrival | Social Awareness | Understanding how prejudice forms before any evidence exists |
| Ch 2 · The Lost Lantern | Relationship Skills | Honesty under pressure; how trust is rebuilt after failure |
| Ch 3 · The Great Race | Self-Awareness | Oscar knows his own strengths and competes within his actual capabilities rather than on Mayo's terms |
| Ch 4 · The Stubborn Gate | Self-Management | Patience as a choice; regulating frustration in a difficult situation |
| Ch 5 · The Clever Solution | Responsible Decision-Making | Choosing the right approach over the obvious one; valuing unexpected contributions |
| Ch 6 · The Prize Stall | Relationship Skills | Appearance versus genuine value; the consequences of envy |
| Ch 7 · The Sour Berries | Self-Awareness | Recognising self-deception; honesty with oneself as a form of courage |
| Ch 8 · The Tug of War | Relationship Skills | Collective strength; the difference between working hard and working together |
| Ch 9 · The Goose's Warning | Responsible Decision-Making | Listening to wisdom; the cost of ignoring a well-founded warning |
| Ch 10 · The False Accusation | Social Awareness | Integrity without an audience; dignity in the face of injustice |
| Ch 11 · The Great Storm | Self-Management | Resilience under pressure; true strength as flexibility, not rigidity |
| Ch 12 · The Jubilee Parade | Responsible Decision-Making | Leadership as a choice to step back; belonging earned rather than assigned |
CASEL · Curriculum · PSHE, three-way connection
Each CASEL competency maps to specific UK National Curriculum skills and PSHE strands, making it straightforward to justify using this book within a structured lesson plan.
| CASEL Competency | Curriculum skill developed | PSHE strand |
|---|---|---|
| Self-Awareness | Prediction & inference, KS1 / KS2 Reading, Comprehension | N/A |
| Patience, observation, listening, KS2 & PSHE | Health & Wellbeing | |
| Self-Management | Setting, atmosphere, sensory writing, KS2 Reading, Comprehension | N/A |
| Emotional regulation & resilience, KS1 / KS2 & PSHE | Health & Wellbeing | |
| Social Awareness | Character traits & perspective-taking, KS1 / KS2 & PSHE | Relationships |
| Relationship Skills | Prejudice, fairness, belonging, KS1 / KS2 & PSHE | Relationships |
| Responsible Decision-Making | Sequencing & narrative structure, KS1 / KS2 Reading, Comprehension | N/A |
| Cause & effect, problem-solving, KS1 / KS2 & PSHE | Living in the Wider World | |
| Honesty, trust & consequences, KS1 / KS2 & PSHE | Relationships |
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The CASEL framework table, the chapter-by-chapter mapping, and the CASEL/curriculum/PSHE connection table as a single Word document.
⇩ Download as PDFMabel and the Merevale Creek Mystery
Resources for Book 2 are currently in development and will be added when the book is published (2026).
The full classroom pack will include chapter-by-chapter discussion prompts, drama activities, PSHE lesson plans, vocabulary lists, worksheets, and CASEL alignment, all in the same format as Book 1.
Squashy and the Winter Gathering
Resources for Book 3 are currently in development and will be added when the book is published (2027).
The full classroom pack will include chapter-by-chapter discussion prompts, drama activities, PSHE lesson plans, vocabulary lists, worksheets, and CASEL alignment.
Chewy and the Spring Awakening
Resources for Book 4 are currently in development and will be added when the book is published (2027).
The full classroom pack will include chapter-by-chapter discussion prompts, drama activities, PSHE lesson plans, vocabulary lists, worksheets, and CASEL alignment.