Teach Primary Issue 19.6

90 | www.teachwire.net IDENTITY AND BELONGING Shrapnel Boys provides a wonderful opportunity to deliver some RSHE lessons around how identity can be shaped by the groups people belong to. Discuss with the class the various groups that Ronnie is part of – his family, his school, the Shrapnel Boys, the Dead End Kids (the name given to children who remained behind in the cities when their peers were evacuated), etc. Ask pupils to think about which groups are part of their own lives, as well as which they feel part of and which they don’t. This could lead to a conversation about how Micky’s underlying need to belong causes him to make certain decisions during the story, which would help introduce the concept of peer pressure. Comparisons can be made with life today and the pressure to belong to certain online communities and gangs. Children can create posters with slogans such as ‘Think Before You Follow’ and ‘Right Isn’t Always Popular. Popular Isn’t Always Right’. With sensitivity to the pupils and their lives outside school, it could also lead to further work around radicalisation (Micky attending a fascist rally with Johnny is a great example of this, and there are plenty of modern parallels) and the issue of County Lines. REPRESENTATIONS OFWAR Looking at how different media were used to deliver certain messages during the war offers an interesting introduction to propaganda, advertising Take it further children have been evacuated. Ronnie, his brother Micky and his best friend Billy (nicknamed Lugs) gradually get caught up in a traitorous scheme involving smooth-talking villain, Johnny Simmons. To make the situation even more complex, Johnny is involved in a romantic relationship with Ronnie’s mum, who struggles to see his true motivation behind the expensive gifts and flattering comments. As the boys’ problems increase, they are forced to turn to an unexpected ally for help, their bullying and bad-tempered headteacher, Mr Etherington. The last hundred or so pages are some of the most dramatic I’ve read in the past few years, with a totally unexpected twist in the final few chapters. Activities Vocabulary Lots of relevant World War Two vocabulary, including terms such as evacuation , shrapnel , patriotism , Book topic Anderson shelter , squadron and dogfight , are introduced in the text. Create an individual – or class – glossary of terms that can be added to while reading, ensuring that the pupils understand how important precision is when explaining new words. Some of the terms could also be illustrated, for further clarity. Relationships Ronnie’s friendships with the other Shrapnel Boys (Micky and Lugs) and their rivals, the Wreckers (led by the bad-tempered Harry) evolve as the action develops. Sometimes the changes are brought on by choice and sometimes by necessity. Once the main characters have all been introduced – around 40 pages into the book – create a relationship chart to show the changes that take place and the reasons behind them. As well as his friends and classmates, ask the pupils to consider Ronnie’s relationships with the main adults in his life – his mum, Mr Etherington and Johnny Simmons – which also change dramatically after certain events. Mr Etherington The headteacher of the boys’ school, Mr Etherington, is a fascinating secondary character. At the start of the adventure, when Freddie gets in trouble, Mr Etherington chooses to punish his friends instead of him. Freddie is outraged at the injustice, as are his friends, but he is told by his headteacher that it will continue to happen. Discuss with the class why they think this is and whether they believe it is fair to deliberately punish someone you know to be innocent. Return to the discussion near the end of the book, when Mr Etherington’s background story and genuine Note: illustrations on these pages are not from the book