THE CAT WANTS CUSTARD
P. CRUMBLE | LUCINDA GIFFORD (Illustrator)
It’s time for Kevin’s special treat. But he won’t just settle for anything. He’s in the mood for
dessert—custard, to be precise. Kevin may seem difficult and demanding, but he’s just trying to
get his prize. He’ll do whatever it takes, but it’s not so easy. The Cat Wants Custard is a funny tale
about a fussy cat trying to communicate with his human owner.
STUDY NOTES

Look at the cover of the book before reading it. What does it tell you about what the story might
be about? What impression do you get of the cat’s character, and what elements help shape
this impression?

‘Read’ the book as a class for the first time with Kevin’s thoughts covered up. Have students
guess what is happening in the story. Then uncover and read the words of the book while
showing students the illustrations. How do the two versions of the story compare? What were the
similarities and the differences?
ISBN: 9781760155780
RRP: $16.99

Having read the book without words, how do the illustrations provide meaning? Look at elements
such as the movement, colour and use of space (composition) to help shape your response.

Describe Kevin’s character based on his thoughts and actions. Does his characterisation fit with
what you think of when you think of cat(s)? Why or why not?
Study notes written by
Chrysoula Aiello

Look at the spread where Kevin spells out custard. Why do you think this part of the story covers the
whole double-page spread? What are we starting to realise is a problem for Kevin? Does your opinion
of Kevin change from this point on in the story?

Ask the class if anyone has pets. Does anyone’s pet behave/communicate in certain ways that the
student and their family understand? Extension activity: Consider creating an illustrated dictionary of
animal behaviour meanings.

Custard is yellow and rhymes with mustard. What else do students think of when they think custard? As
a class, create a word cloud on the board for custard. Do the same for mashed potato and cat.

Discuss the idiom ‘Like the cat that got the cream’ and its meaning. In what ways does The Cat Wants
Custard play with this idea?

Collect a set of images. Set a ‘storyboard’ exercise for the class, in which students, in small groups, are
to arrange the images and then come up with the words to create a story that accompanies the
images. Share the stories with the whole class.

With the inability to speak to his owner, Kevin must find other ways to communicate. How does he do
this?

Play a class game of charades. Make sure each student has a turn at trying to convey a word with
physical movement while the rest of the class guesses.

Ask students how they think cats are represented in popular culture. Cite some examples if needed:
Grumpy Cat, the Cheshire Cat, Garfield, Puss in Boots, Gargamel’s cat, Azrael, Maru, Pusheen. Why do
they think there are so many different interpretations of cats?
Study notes written by
Chrysoula Aiello