Primary schools

Each fort was home to around 500 soldiers. Get pupils to discuss what facilities would be needed for the men and their commander to be able to live there. Compare their list with a list of what a Roman fort included (see downloadable resources for a plan of a typical fort). What would be the best layout for the fort? Pupils can discuss and plan their ideal layout before comparing this with real thing. In groups, pupils can research each different building and find out what kind of activities took place in each one, then prepare and a short talk explaining the role of each building. A large floor plan of the fort could be created, or even built out of Lego or other building materials.

Pupils could research a site to create a model of the wall and nearest fort, using, where possible, similar materials. For example, the ditch could be dug in a sand pit and a section of the wall could be built next to it using turf from a garden centre with pebbles as a base. The fort could be built using sticks, plasticene or suitable construction kit (or drawings on cardboard).

Explain to pupils that they have been asked by the fort commander to create a training manual OR video/slide show for new soldiers coming to the fort. This could include how to build or maintain the wall, how to carry out look out duty, how to prepare food, etc. In groups, pupils should research a day in the life of a Roman soldier, garrisoned at your local fort (see Downloadable resources for an image of a Roman auxiliary soldier).

Pupils should then plan their manual or video, planning content or storyboarding. They should then choose actors and create costumes and props, perhaps following a visit to the local museum as a source of inspiration. On site, they should take photographs or a video in line with their plan. Finally, their booklets should be displayed, or their video shown to other classes, perhaps at assembly.

Replica Roman items can be bought from educational suppliers and a simulated ‘dig’ can be set up in the classroom, in a sandbox or box filled with earth, for example. Pupils should be encouraged to draw or photograph items as they uncover them, and to draw conclusions based on evidence.

Get the pupils to ‘become archaeologists’. Can they identify where the original buildings were? Take pictures of what survives. Pace out or measure any existing features. Discuss why so little is left.

Nearly 2000 years ago the Antonine Wall and its forts were full of life, patrolled by soldiers and surrounded by numerous hangers-on: merchants, girlfriends and other traders. Today most of the sites are deserted. Challenge pupils to bring their local site to life for their local community.

After researching their local site, pupils could bring their site to life by doing some or all of the following: creating interpretation panels; creating an information leaflet and guided trail; acting as tour guides around the site; dressing up and providing ‘live’ interpretation in role for visitors; scripting and recording an audio tour to be carried round site by visitors etc. Parents, other classes and guests could then be invited to a special event.