International School Magazine - Spring 2020

Page 49

People and places

Tudor Times: UK and Swedish pupils at the Mary Rose

Anglo-Swedish connections – the Mary Rose and the Vasa Beth Baxter, Tilly Goldman and Mimi de Trafford on a nautical partnership between schools Each autumn, 45 Swedish sixth formers visit the UK aboard their tallship TS Gunilla. They link up with students from Portsmouth Grammar School (PGS). Following a workshop in 2019 at the Mary Rose and an Anglo-Swedish Model United Nations Conference, we three PGS IB Diploma students were inspired to work towards our Portsmouth Youth Ambassador Award by exploring an unusual international connection between our respective nations. [Portsmouth Youth Ambassador Award is an initiative from Shaping Portsmouth, an organisation that seeks to foster cooperation between local business, education and the community. To achieve the Award, young people complete a project in which they engage with an aspect of the city and communicate what they have learned to others]. This article presents a flavour of our findings. What and where? In 1545 Henry VIII’s flagship, the Mary Rose, sank in the Solent: the stretch of water between the Isle of Wight and the south coast of the UK. Eighty-three years later, in 1628, the Vasa sank on its maiden voyage, immediately after leaving Stockholm harbour. Although it is widely believed that the Mary Rose Autumn

Spring |

| 2020

too sank on her maiden voyage, the ship had actually already been in service for thirty-four years, although recently re-fitted. The remains of both ships are now displayed in their respective cities, Portsmouth and Stockholm. Contrasts and contexts? The Mary Rose was built between 1509 and 1511 in Portsmouth; ironically, the place in which she would sink four decades later. Both the Vasa and the Mary Rose were built in anticipation of being highly symbolic of the power that their King possessed, each becoming the flagship of the fleet. When built from 1626 to 1628, the Vasa demonstrated the strength of Sweden during the aptly named ‘age of greatness’, as the country developed into a prominent and powerful nation. The Swedish dominated the Baltic, which perhaps made all the more ironic the fact that their navy lost both the Vasa and two other ships in the space of a month. The somewhat anticlimactic forms of their demise – poor planning (Vasa), running aground (Kristina) and a storm (Riksnyckeln) – greatly contrasted with the loss of the Mary Rose in battle.

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Articles inside

Offline, by Imran Rashid and Soren Kenner, reviewed by Finja Kruse

5min
pages 73-76

Education in China, by Janette Ryan, reviewed by Malcolm Pritchard

5min
pages 71-72

What to consider when purchasing teaching and learning software, Kim Edwards

5min
pages 65-66

How could Lean principles apply in schools?, Blake Purchase

3min
page 64

Accreditation helps educators and assures parents, Annette Bohling

5min
pages 61-63

Where have all the teachers gone?, Liz Free

6min
pages 55-56

A renaissance in reading ability, Dolores Elliot-Wilson

5min
pages 57-60

Increasing educational opportunities in Africa, Keith Allen

5min
pages 51-52

International student-teacher experiences

4min
pages 53-54

Anglo-Swedish connections: the Mary Rose and the Vasa

5min
pages 49-50

Exploring the wilderness of the Arctic and Sub-Arctic

9min
pages 44-48

Alice in Education Land: Meeting The Red Queen, Chris Binge

7min
pages 41-43

Conferences

2min
page 40

regulars

4min
page 38

Science Matters: Mining the ocean floor, Richard Harwood

2min
page 39

International schooling in China – the starting point, Richard Mast

9min
pages 25-26

Meaningfully connecting teacher actions and student learning goals within the IB classroom, Laura Gutmann, Pai-rou Chen and Raymond L Pecheone

6min
pages 33-34

Fostering learning communities with Mantle of the Expert, Louise Ryan

6min
pages 35-37

CHILI – The impact of a shared vision on learners in an international community

5min
pages 30-32

A feasible approach to maximize professional development opportunities

5min
pages 27-29

How can schools teach global competence? Christina Hinton

6min
pages 22-24

Paddington – a postcolonial critical perspective, Ziad Azzam

5min
pages 19-20

Preparing for futures unknown, Sally Burns

7min
pages 15-16

Leading learning through developing the capacity of teaching assistants

5min
pages 7-9

How do you measure character? Joss Williams

4min
page 21

Addressing VUCA vulnerability through the role of teaching assistants

5min
pages 10-12

The elephant in the room? James Hatch

5min
pages 13-14

comment

3min
pages 5-6

How international schools are governed, Richard Gaskell

5min
pages 17-18
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