'Our past below ground'
Hadrian’s Wall is a World Heritage Site. Segedunum in Wallsend and Arbeia in South Shields are two of the Roman heritage sites along the frontier, both featuring full scale reconstructions of Roman military buildings. Chesters Roman Fort, managed by English Heritage, has a less developed approach to interpreting the site.
This project was developed in conjunction with Manchester University’s Field Archaeology Centre and delivered through the Gifted and Talented Strand of North Tyneside’s Excellence in Cities Programme. 35 Year 7 pupils from ten middle and secondary schools participated. Schools nominated pupils on the strength of their interest and ability in history and were advised that the project would feature elements of business and enterprise. The project took place over a three day period during the summer holiday.
Pupils were given three key tasks:
· investigate, compare and evaluate the ways in which the past is presented to the public
· explore the site at Chesters, and suggest how it could be improved to attract more visitors
· work in teams to prepare a proposal recommending improvements to the site at Chesters, to be presented to parents and judges.
Pupils were given the chance to use digital videos cameras and explore the sites’ websites. In teams of five they visited the sites, and were encouraged to evaluate their appeal to the public including signage, interactives and reconstructions, and to consider access issues for varying types of visitor. They were encouraged to question the staff at the sites. The limitations on any new development at Chesters posed by environmental and archaeological factors were discussed. On the final day pupils made a presentation to families and a judging panel. These were very well received and the winning team showed real creative thought.
The pupils greatly enjoyed the project and their teachers were impressed by the proposals they made.
Citizenship links
Pupils were taught:
· to respect and value the environment
· to believe they have some responsibility for the environment
· to express rational arguments, having researched social, moral and environmental issues
· to negotiate and contribute to making decisions as part of a group
· to apply personal strengths to group tasks, and understand working together. IC
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