1.- Children in Roman Tarraco. (6-9 years) (CI and CM)
This activity is performed in CdA buildings. It is focussed on a workshop which studies daily life in a Roman city: the stalls on streets to sell and buy Roman food, termopolium, cosmetics and clothes, the domus (kitchen a triclinic). We start with the legend of Enigma de la Medusa. ( Enigma of the Jellyfish) Social classes are introduced through costumes and games. Furthermore, we work on the town structure and its mosaics, reading maps, Roman jewellery. We make a “bulla” or necklace, which children can take home. In the afternoon, we visit the Roman Circus and MNAT to see mosaics and toys. We give them this story in a booklet and an album to colour in the classroom.

2.- Playing like Roman children. (8-16 years) (CM, CS and ESO)*
Playing games from Roman Times, we learn how Roman children played. We do it again. We lend them a wicker case with 100 Roman games, so that children could behave like Roman children. A booklet with 165 classical Roman games is given to each pupil or student.

3.- Tarraco, a Roman city. (10-12 years) (CS)*
We get the students to learn the Roman way of life and our city. We locate the Roman remains and visit the Fortress, the Amphitheatre, the Praetorium, the Circus and the MNAT. We deliver a folder with a syllabus: a didactic guide for the teacher, learning activities for teachers, extra materials, cut-outs of a well-being Roman family and bibliography addressed to teachers and students. The teacher will explain the parts he considers most suitable to be worked with the pupils. When you register into this activity, you have to book a ticket for the visit. We give a folder with extra material to teachers to help them prepare the visit.

4.- Tarraco, the Roman city. (13-18 years) (ESO and Bat)*
We aim at studying the Roman remains gathered in Tarragona. Visits and camp work, interrelating procedures and contents: the Amphitheatre, the Praetorium, the Circus and the MNAT. We deliver a folder with all the material to the teacher who performs the activity, as well the note-books on the “Roman cities”, “The Necropolis” and the “Praetorium” for each student.

5.- The Amphitheatre.(8-16 years) (CM, CS and ESO)*
We deliver short activities to pupils of Primary Education to know the main features of a monument and interpret functions and social structures. They are shown retiarium, Tracian soldiers, and their ways of fighting and their weapons. Extra information is offered to Secondary Education teachers.

6.- The Fortress. (8-12 years) (CM, CS)*
Get to know the remains of a fortress and work on a dossier about the way of life starting in the Roman Age and the difficulties they had to face to defend themselves. We distinguish medieval parts from Roman ones. We give a booklet to each student, with activities “in situ”, mainly based direct observation.

7.- The Fortress. (13-18 years) (ESO and Bat)*
Advanced students with have to do some work in advance, and use information in the work “in situ”, where students will have to work in an historic constructive, developing and iconographic view. The camp delivers a note-book to students and teachers.

8.- The National Museum of Archaeology in Tarragona (1).(8-12 years) (CM and CS)*
We introduce this activity with a film on the MNAT and a short visit to the Museum. Then, students work on one of the three guided topics (architecture, daily life and mosaics), about the most emblematic items of the museum. Besides, they will have to work on historical and iconographic aspects as a whole. The camp delivers a notebook to students and teachers.

9.- The National Museum of Archaeology in Tarragona (2). (13-18 years) (ESO and Bat)*
The class is divided into groups of three students working on five monographic themes proposed on the items shown on the museum: gods, women, architecture, daily objects and mosaics. As soon as this work is over, students will have to speak up their own conclusions in one of the museums rooms. We deliver a note-book to each student as well as extra information to each group.

10.-The Devil´s Bridge.(6-7 years) (CI)
Get the pupils to know about the legend of the Devil’s Bridge from a story published by the CdA and puppets show. As soon as they reach the Devil’s Bridge, we explain the use of the aqueduct. They make a jig-saw, reproduce an aqueduct with stitches, tell the difference between the image shown in the picture and the monument you see, and enjoy themselves in that landscape.

11.- Tarraco Roman Aqueduct (1).(8-12 years) (CM and CS)
In this activity, we work on maths, language, history, drawing, etc. The class is divided into four groups who shift to study the following topics: need of water in the Roman world, this monument studied from different points of view. Learn to measure, to draw, to work out the figures on the aqueduct. They will play with its legend and study the way it was built and its function on a note-book for each pupil.

12.- Roman Aqueduct of Tarraco (2).(13-18 years) (ESO and Bat)
Roman engineering and applied sciences: physics and maths. They measure water flow. They will measure its height by means of a dendrometer, the unevenness, with communicating vessels. We will measure its volume and flow speed. It is implemented by architectural elements and the study of buildings guided material prepared for students.

13.- The circus. (10-16 years) (CS and ESO)*
The visit of the remains of the frontal part and other places included in the commercial settlements which helps us to imagine its measurements and magnificence, as well as the functions and identification of each one of the parts. We look at the scale models which are shown in the Praetorium where you can see the rebuilding of the Circus and its development to present time. We deliver a workbook with short activities for the visit.

14.- The Praetorium. (8-16 years) (CM, CS and ESO)*
We investigate into the Praetorium to rebuilt Tarraco (the Circus and Provincial Forum, thanks to direct observation of scale models and the study of Hypolit’s sarcophagus, from a technical and mythological point of view. Nowadays, it is a good example about the changes from Roman to Medieval times. We give a notebook to each boy and girl… Primary pupils are particularly given a tale about the Hypolit’s myth to work on the sarcophagus. Teachers are given material published by CdA,” A new iconographic reading about Hypolit’s sarcophagus”, as part of the syllabus.

15.- The Necropolis.(10-16 years) (CS and ESO)*
The visit to the small necropolis museum is a good approach to the death world and study the items kept there. A note-book, delivered by the CdA, is divided into two parts. The former is focussed on previous exercises to introduce the students into the underworld. The latter, performed at the Necropolis museum, shows the main objects exhibited there, and their symbolism and the “trosseau” preserved there.

16.- The Scipions´ Tower.(13-18 years) (ESO and Bat)*
In The Scipions’ memorial, we study the beliefs, myths and ceremonies in the funeral rituals, according to their social class, laws and habits. As a motivating procedure we study the will made by a Tarraco inhabitant and dated on the 1st century. There we can know many funeral rituals and compare them with traditions in our century. The student’s book is complemented by a cut-out.

17.- Archaeological Workshop. (8-18 years) (CS, ESO and Bat)
It takes place in CdA installation (54 m), and is based on the use of authentic historical research sources and apply research methods archaeologist develop. It is based on workshops, labour camp, laboratory and interpretation of site. A dossier is given to each student.

18.-  Roman medicine in the Roman period.(13-18 years) (ESO and BAT)
We stay in the CdA and deal with gods connected with medicines, scientific medicinal plants, drugs, medicines from mineral and animal origins and recipes), surgery (reproduccions and the use of medical instruments, illnesses (well-known sculptural pictures and archaeological discoveries. We make drugs and healing remedies. Each student is given a dossier.

19.- The Munts: an historical villa in Tarraco territory. (13-18 years) (ESO and Bat)
We go back to the past through the analysis of the archaeological remains, distribution, its organization, to understand the meaning of “territorium” in Roman terms. Besides, we deal with the hygiene and classical beauty, doing sensorial exercises. We give a notebook to each boy and girl, with previous tasks, tasks “in situ”, and summary exercises.

20.- From the egg to the apple. (1)(8-9 years) (CM)*
The teacher in charge of the activity takes two trucks on a loan for a week and pupils will discover from an experimental way Roman menus, preservation systems and kitchen tools. In their notebook, children will recognize Roman food and visit the Market of Tarragona, and establish relations between them.

21.- From the egg to the apple. (2) (CS and ESO)*
Students will take a truck and three dossiers on loan: food, menus and kitchen. They will work on Roman menus and their ingredients: identify the products, preservation systems, kitchen tools, menus and social groups, lexical and already-made sentences, etc. We deliver a notebook to each student with a booklet to visit the market of Tarragona, establish relations between them and a teachers’ didactic guide.

22.- The legionary.(10-18 years) (CS, ESO and Bat)
Study on the Roman soldier life: daily life in the camp site, uniform, weapons. marches, food, army structure ,legionary, auxiliary and centurion, conditions to become a legionary. We have reproductions of uniforms and soldiers’ weapons as well as scale models of campsites, with other tools. We deliver a notebook and three pictures, as well as four complementary booklets with cut-outs and other class activities.

23.- Preparing Roman Tarragona.(10-16 years) (EP, ESO and Bat)
The motivating axe is the story of a character from his birth to the day he becomes a legionary. We introduce readings and analysis of the Roman city of Tarraco: its organization, building systems, fortress structure, types of buildings. We observe and analyse the main buildings and their function, ways of life, habits and fashion.

24.- A scale model of Tarraco.(10-16 years) (CS, ESO)
We do a detailed analysis of the scale model of Tarraco, 18 m², in order to study the urban structure of the city in the Roman period, paying special attention to their parts and functions of the main buildings. Then, we compare the structure of the ancient town with the new one, so that they can understand the structure of the city.

25.- Hygiene and Roman aesthetics.(13-18 years) (ESO and Bat)
In an entertaining way, we work on many aspects related to daily life, their hygiene and health care, cleaning, baths and services. Meanwhile, we study the hairdressers’ fashion, cosmetics and perfumes to be used to ancient tastes and fashion. We make up the students’ faces and experiment on Roman perfumes and creams.

26.- Hypolit´s sarcophagus.(10-18 years) (CS, ESO and Bat)
Hypolit’s sarcophagus makes it possible to act on a two-folded purpose. We can make a sculptural work and an iconographic reading. We have pieces of raw minerals for their geological study, traces made by sculpture tools and a reproduction of a sarcophagus (1 m x 0,60 m). Each student is delivered a dossier on the topic.

27.- Roman roads.(10-18 years) (EP, ESO and Bat)
Observing a scale model on a Roman road, students are given a series of manipulative materials which allow them to find out their buildings systems, their elements, their use and building needs. It is implemented by a dossier, where students will have to inter relate their knowledge on several subjects, about the means of transport in the Roman period.

47.- Rome in miniature.(8-18 years) (CM, CS, ESO and Bat)
Forty scale models on public and private Roman architecture will introduce you into Ancient culture. Its observation will allow them to analyse Roman cities and their buildings and to understand their inhabitants’ daily life according to their social status.

48.- Rome “in fashion”.(8-16 years) (CM, CS, ESO)*
We start this activity, lending a trunk filled with feminine and masculine clothes to educational centres. This gathering includes several kinds of clothes showing different styles according to their social status, the seasons of the year and short written information and cut outs.

49.- Rome "at school".(8-16 years) (CS and ESO)
This activity is addressed to Primary Schools ( 5th level) which participated in Tarraco Viva, we play like Roman children of Tarraco, and other groups of ESO. It portrays Roman life from birth to childhood by reproducing objects of hygiene, rituals, tools, school…. Finally, students try to copy Roman handwriting on a parchment with a reed and ink.

50.- Building elements and techniques in the Roman epoch.(10-18 years) (CS, ESO and Bat)
Reproducing different materials, objects, tools and building elements to help to understand the architectural processes, from the quarry to the walls building and arches. The observation of Roman buildings will enable to identify their building techniques and their paraments.

51.- Burial ceremonies in the Roman epoch.(10-18 years) (CS, ESO and Bat)
Using our local findings, we can study all kinds of burials depending on their beliefs and social and economic level. At the same time, we will reproduce rituals for the rest and peace of deceased people so that they could not cause any trouble to their relatives and citizens.

28.-Petri zoo.(6-7 years) (CI)
The study of the animals’ relieves shown in thee cathedral and experimental workshop will permit us to spy: birds, long, winked-faced tails and animals waiting for you 800 years ago. We give a notebook to each pupil and to the teacher, two stories, taken from the Cathedral fables.

29.- Let’s discover the hidden secrets in the Cathedral. (8-9 years) (CM)
By means of intrigue, they discover the most important places in the Cathedral and unknown aspects to visitors. Then, they can play medieval games and feel its mysteries and its charm. We give a book to each pupil and special issue to teachers.

30.- Cathedral of Tarragona. (8-9 years) (Primer Cicle d´ESO)*
After the visit to the Cathedral, we work on the architecture, the history, symbolic significance, etc, and we get them to discover and understand the elements in the cymas. We give them a book with stickers to each student and another book to the teacher.

31.- The Cathedral Diocesan Museum. (2) (13-18 years) (Segon Cycle ESO and Bat)*
Introduce the reading and analysis of religious art pieces: material, techniques, the epoch, the style, the function of this objects, etc. We have extra didactic material to study stained glass window, a tapestry on the “Good Life”, the sacristy panelled ceiling, the baroque sculpture, etc. We give a book to each student.

32.- Travelling throughout the time. (15-18 years) (ESO and Bat)*
We lend some board with maps of present day Tarragona- the Roman city and the medieval one- and the necessary metrila to localize the main buildings, civilians and religious of the medieval epoch, We study its development to the Medieval Age; the repopulation, the fortifications, houses, production guilds and government systems.

33.- City games. Medieval Tarragona.(13-18 years) (ESO and Bat)*
Following an itinerary, students find out the most important features in a medieval town as well as the most outstanding buildings of that period. They are divided into four groups, each group receiving a folder with specific material.

34.- How did they make a Gothic altarpiece?..(13-18 years) (ESO and Bat)
It consists of a practical experience to make an altarpiece with wood and fitting their pieces, recover it with rabbit’s glue and later with plaster cast. They will design a scene and stencil it, they will experiment by painting “in tempera”, gilding techniques, to achieve an original artistic masterpiece.

35.- Following writing cues. (13-18 years) (ESO and Bat)
We work on the development of writing skills from its origins till Medieval Ages, in order to learn how parchments were made and write a small manuscript on a parchment, using a box, ruler, paper and initial letters. They will learn the element of medieval writing: the desk, the ruler, feathers, reeds, grindstone, ink tanks. Make a manuscript with a feather on a rabbit skin prepared for this use.

36.- Glasses and stained glass windows. (13-18 years) (ESO and Bat)
This didactic project is focussed on the following the analysis of its elaboration of glasses and stained glass windows, and answer the following questions: Why did they do that? How long? How did they make it? They make glass “de ciba, placat, de manxó, opac”-crown glass, use cartoon to make stained windows, muff techniques, and use pot metals so that light cannot go through it-, with the glass maker chair. We see the development of the alabaster so as to reach the Gothic stained glass window, with reproductions of scenes where they can work the following techniques. “lavís, manllevat, puntillejat”, with the reproduction of a Gothic panel of Santes Creus. Manipulative work will consist of painting with grisaille, trimmed it with lead and take its reproduction home with their dossier.