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St Paul’s is an independent school offering an outstanding, all-round education for gifted boys aged 7 to 18 years.
Our founder John Colet opened the doors to St Paul’s School in 1509 to educate boys “from all nacions and countres indifferently”, regardless of race, creed or social background. We are committed to our founder’s vision and offer financial support for any boy who is successful in gaining a place at the school on academic merit and fulfils the means-tested bursary criteria.
We wish to admit highly able, committed and curious boys. We care for them in an academic environment tailored to their specific needs and to equip them with the skills to contribute to wider society long after they have left St Paul’s. Our entry points are at 7+ (Year 3), 8+ (Year 4), 11+ (Year 7), 13+ (Year 9) and 16+ (Year 12) and admission is following a successful examination process and interview.
St Paul’s School and St Paul’s Juniors are located on 45 acres of green open space on the banks of the River Thames in Barnes, London. Our campus is unique amongst London schools for the on-site facilities it offers – from boat club to theatre, art gallery to cricket pitch, concert hall to engineering workshop. This is a particularly exciting time to join the school as over the last few years we have refurbished the majority of the senior school site including a new astro-turf pitch, a stunning Drama Centre, featuring the Samuel Pepys theatre, and an RIBA award-winning Science building. In March 2020, we completed the redevelopment of the Senior School. Our two General Teaching Buildings offer a central Atrium, Colet Hall and Chapel, contemporary dining, the Kayton Library and many light airy classrooms overlooking the Thames and playing fields.
Art is both a form of communication and a means of expression of ideas and feelings.
It forms a language which complements those of the literary, mathematical, scientific and factually based subjects.
Our pupils have many ideas and Art and Design provide wonderful opportunities for their imagination and creativity. Making Art is liberating, challenging and exciting – it offers the prospect of analysis, experimentation and risk-taking.
In their first year, all pupils study Art and Design for two periods a week. For the two GCSE years, all pupils follow a creative option, of which Art and Design are one. A Level and Extended Project courses provide further specialist opportunities. Some pupils choose to study Art History as part of our Extended Project scheme. The courses provide a foundation, broadening pupils' understanding of the diverse approaches to and the expressive qualities of the subject and help to develop a historical/critical awareness and artistic vocabulary.
Our teaching covers many skills but the essential aims are to stimulate curiosity, individuality, expressive confidence, independent learning and awareness for culture.
Co-curricular
A wide range of activities, talks and events are available outside the curriculum for anyone interested in Art and Design. Pupils take advantage of supervised studio sessions during the long lunch breaks and after school; talks and demonstrations by visiting practitioners; and exhibitions in the Milton Gallery.
Biology is a high profile science in the media and the subject is a uniquely relevant and exciting area of study.
At St Paul's School we aim to give pupils an appreciation of the diversity of the natural world and to inspire them to develop an intellectual curiosity into the structure and function of living organisms.
All pupils study biology as a separate science to IGCSE, with approximately a quarter of the Lower Eighth Form opting to continue at A Level. Our teaching emphasises a practical approach to scientific enquiry, with a very extensive repertoire of experimental work and dissection for all year groups. Lessons frequently draw on articles from scientific journals to bring the latest research findings into the classroom.
Co-curricular
The department runs societies and trips across all year groups for pupils with an interest in biology and medicine. BioMed Soc meets weekly during Monday lunchtimes to hear invited speakers from all branches of medicine and medical research. Pask Soc, the Eighth Form Biology Projects club gives pupils the chance to gain experience of modern laboratory techniques and some pupils have carried out further independent research projects into synthetic biology through the International iGEM competition. Junior Forensics Society allows younger pupils to study whole organism biology and to start to link it to molecular DNA analyses. Many take part in competitions run by the Society of Biology: Fifth Form pupils can enter the Biology Challenge competition, and the Eighth Form enter the British Biology Olympiad competitions. St Paul's regularly tops the medal table in the Biology Olympiad, and in recent years pupils from St Paul's have won places in the UK team to compete in the International Biology Olympiad.
Chemistry is a physical science that offers the intellectual toolkit for probing and interpreting the world around us; it is a challenge to be relished: rich in theory, but never far removed from tangible demonstration.
What is colour? Why do things change? How does a reaction happen? And, perhaps most importantly, how can we find answers to questions like these? What is the purpose of chemistry in just a few words? Perhaps Blake said it best: “To see a world in a grain of sand”.
The department goes a long way towards promoting enrichment within the subject, through wide-ranging digressions from examined material, the inclusion of extensive and rigorous practical work, and perhaps most importantly for preparing pupils for later study in many fields, through regular, high-level problem solving. The effectiveness of the last point is emphasised by the Eighth Formers' (Year 12 and 13) exceptional results in the RSC Olympiad (Lower and Upper Eighth) and the Cambridge Chemistry Challenge (Lower Eighth only) competitions. Both competitions expose pupils to the type of problem-based work that is the mainstay of any kind of science degree. Pupils are pushed well beyond the familiar, and often beyond where their base of knowledge can help them, to a place where grit and clear thought are the determinants of success.
Co-curricular
The Chemistry Projects Club runs weekly in the autumn and spring terms. Senior pupils undertake a course of undergraduate-level synthetic organic chemistry. This not only gives them a flavour of what university lab work would be like, but also enhances their practical skills beyond recognition. Some boys from the club also go on to become demonstrators for the Year 12 outreach programme that we run during the spring term, teaching pupils of state schools from all over London.
Our Junior Projects Club runs weekly throughout the year for all three year groups. Pupils from the club enter the annual RSC Top of the Bench competition, a set of practical challenges against the clock and other schools.
The RSC Chemistry Olympiad and Cambridge Chemistry Challenge figure prominently in what we do and help greatly to normalise the tackling of difficult problems: once you start looking at tough stuff in this way, it becomes less intimidating and much more of an open opportunity.
The ancient societies of Greece and Rome, and their forebears, inform many aspects of modern life through their languages, cultures, and ideas.
The Classics department is committed to promoting the excitement and intellectual training to be gained from studying these.
The language curriculum at every level stretches pupils far beyond the demands of exam syllabuses, but as a department we are far more than that. We aim to broaden pupils' knowledge about the vibrant history and culture of the ancient world and give it a footing in contemporary life. We do this through a challenging yet exciting course incorporating Latin, Greek, and Ancient History.
Co-curricular
We run regular trips to the Bay of Naples, Greece and other sites of classical interest. We also take trips to performances of Greek drama, conferences, competitions, and exhibitions. There are also two classical societies to which pupils of all ages contribute.
Computing Science is a problem-solving subject: we just have to work out the way to solve the problem … and leave the machine to do the hard work.
Pupils gain immense satisfaction from seeing the success of their efforts and even if our first attempt is incorrect the computer tells us that there is a problem and asks us to correct the code – significantly less depressing than just seeing a red cross on a piece of work.
From the short introduction in the Fourth Form (Year 9) through to the most advanced A level projects, pupils develop their ability to define a problem, work out how to address it, then create and test a solution. Programming skills and theory give pupils access to more complex, interesting puzzles.
Co-curricular
Many pupils enjoy computing without following it as an exam course. Informal groups spring up that follow their own interests (a new pupil led AI Society has been inspiring to see) and the enthusiasm for robotics can really light up some engineering projects.
For the hard core computer scientist, we encourage pupils towards the Olympiad competition where we often have pupils who make it through to the final. Our pupils have done well in the Bebras computational thinking competition, organised by the University of Oxford. We also have had pupils entering several cyber-security competitions (including making your computer safe against attack and trying to work through methods to stop web site hijacking), an app development club (mainly focussed on developing games) and talks from external speakers – recently these have included talks on artificial intelligence, drones and the technology behind bitcoins.
As well as being an academically rigorous subject, drama is an extremely creative and collaborative activity.
Drama is one of the most effective ways to develop emotional intelligence in young people. The sharing of ideas, workloads and responsibility fosters independent learning and enhances communication skills and confidence.
During the Lower Eighth (Year 12), work engaging with practitioners as varied as Katie Mitchell, Alecky Blythe and Artaud will lead to a number of small-scale performance opportunities throughout the year. Alongside this we introduce pupils to the role of the director in all its complexity, and focus on the study and practical exploration of a number of related texts. In the Upper Eighth, the focus will shift to the detailed preparation of the key components of the exam itself- the reviewing of live theatre, study of texts; devised and text-based practical work.
Co-curricular
There is a thriving drama community at St Paul's that regularly put on plays in our two theatres. With more than ten productions each year, there are ample opportunities for pupils to try something new or to hone existing skills.
We follow Pearson Edexcel Economics A Level which aims to critically consider the value and limitations of economic theory in explaining real-world phenomena.
In microeconomics, pupils study markets, competition and aims of business, and the arguments for and against government intervention. In macroeconomics, pupils use aggregate demand and supply to analyse UK economic performance. The context then becomes global and analysis considers globalisation, financial markets, and development economics.
The department is pioneering the integration of the CORE Econ e-book , an open-access platform that approaches economics teaching in a way motivated by real-world problems and real-world data. This resource is used to support two independent research tasks in the Lower Eighth (Year 12). For example, in the Spring term, all pupils consider: ‘To what extent have policy makers learnt from the 1930s in their response to the Great Recession? Refer to the work of at least two schools of economic thought in your answer.'
The department organises an annual economics day with partner schools, which also includes external speakers and a trading simulation game organised by Deutsche Bank. The department also runs an annual trip to Cambridge University's Marshall Society Conference.
All pupils are encouraged to enter the Economics Research Council's Clash of the Titans forecasting competition. Pupils have to produce quarterly predictions for metrics such as GDP, inflation, unemployment, and the lowest point that sterling will fall against the Euro. This year's ranking can be found here.
Co-curricular
Students can join Polecon and Young Enterprise societies. In addition, the department organises a variety of societies, activities and trips.
Ifs Student Investor Challenge
This is the most popular extra-curricular activity in terms of participation and it is open to any year group. Teams of four are given a virtual £100,000 to invest in a set of stocks and other investment instruments and the top prize is a trip to New York. The school has won the competition once and has also reached the national finals on three other occasions.
Economics Trips
The department organises an annual economics trip for pupils in the Upper Eighth (Year 13) each October. The trip has visited the US, China, and Japan in recent years, including institutions such as the New York Federal Reserve, Capitol Hill, the Supreme Court, NYSE and SEC, as well as companies, such as McKinsey, JP Morgan, Deutsche Bank, and Moody's in the US. In China, we have visited the HKEX, Peking University, Li and Fung, the FT, Bloomberg and China State Construction. The aim of each trip is help pupils better understand economic and political theory and public policy, meet business leaders, and be exposed to future career options.
Our pupils develop advanced design skills and gain an enhanced understanding of the nature of Engineering.
Throughout our curriculum, and in exciting co-curricular work, pupils find creative solutions to real engineering problems. All pupils receive an introduction to Engineering in the Fourth Form and about one in three choose to take Engineering at GCSE level. Each year, between 15 and 20 pupils go on to study Engineering in the Eighth Form (Year 12 and 13).
Co-curricular
Exciting and challenging extra-curricular activities provide a natural extension to our curriculum. St. Paul's School has achieved success in national and international Engineering competitions including the Schools' Aerospace Challenge, ESA's CANSAT competition and the Greenpower F24 and F24+ competition. Our pupils and staff routinely use the latest Engineering design and rapid prototyping tools, and are passionate enthusiasts of Robotics, 3D printer building, and a new push into the Internet of Things. Pupils are regularly awarded prestigious Arkwright Scholarships in Engineering.
All our courses offer pupils the chance to experience a variety of challenging and stimulating literature from 1350 to the present day.
Fourth Form (Year 9)
The Fourth Form course is designed to foster a love of the written word whilst developing analytical and creative skills. Pupils study many examples of challenging literature and non-fiction across a range of genres.
GCSE
Pupils follow the Cambridge IGCSE courses in both English Literature (0992) and English Language (0990). The courses allow our teachers the best opportunity to offer an inspiring and challenging English education that extends well beyond the examined curriculum. Pupils will experience the delights of in-depth textual study whilst also being encouraged to pursue their own areas of interest independently; they will hone their analytical and argumentative skills whilst also becoming thoughtful writers themselves.
A Level
The Eduqas A-Level is the most exciting and stimulating English Literature course available. We believe it will leave students with a detailed knowledge of great literary works across the ages, from Chaucer to the present day, helping to develop a love of literature and build vital skills for life beyond St Paul's.
The course is neatly structured, with individual components being devoted to a particular genre. The set texts are thought-provoking and well-chosen, allowing for exciting in-depth study of individual works and meaningful comparison between texts. Independent study is encouraged and rewarded throughout, and is given especial focus in the non-examined assessment where candidates are able to take ownership of their own exploration of prose texts in a full-length essay.
Co-curricular
Those pupils interested in pursuing their reading interests are invited to join the English Society, run by staff and pupils themselves and offering the chance to explore literature in an informal environment. There are ample opportunities to write creatively and to have work published: Pandaemonium showcases prose works, while Areo collects together the best poetry and drama; both feature submissions from pupils of all ages. The Edward Thomas Society gives pupils a platform to share their work in a supportive critical environment, helping them to hone their skills with like-minded enthusiasts.
The department also publishes the SPS Book Blog, a forum designed for pupils, staff and parents to share ideas about literature or offer reading recommendations.
Understanding today's global issues, from climate change to migration, requires both a strong appreciation of temporal and locational change and an academic knowledge of the myriad sub-disciplines that form Geography.
During their time at St Paul's School, pupils have a unique chance to gain a detailed understanding of the principal drivers of the modern international economy through Geography.
All pupils study Geography in the Fourth Form (Year 9), with over a hundred choosing to continue to GCSE. They gain an appreciation of the implications and vast opportunities presented by globalisation and hyper-development, a scientific understanding of the formation of the Earth and the geographical processes to be found in the wider solar system, as well as developing the analytical skills to make sense of contemporary conflicts.
Co-curricular
Given the location of the school, both school and pupils are very active participants in Royal Geographical Society events. In addition, we take advantage of university and think-tank evening lectures in London. A vibrant Geography Society, run by pupils, pulls together all the various strands of the subject, creating a strong community for Geographical study.
The department has also taken pupils on overseas trips to Morocco, the Azores, Iceland and Botswana. Fieldtrips, closer to home, are compulsory in the Fifth and Sixth Form (Year 10 and 11) to Nine Elms and Richmond Park, while in the Lower Eighth Form pupils visit the River Tillingbourne in Surrey and the City of London, Tower Hamlets and Docklands.
We seek to do all we can to ensure that all pupils studying History are routinely stretched appropriately, that they take increasing responsibility for their own learning and that, by these means, we empower them to discern and appreciate the benefits of studying the past in a fast changing world.
In the History Department we seek to nourish and develop all the attributes of the academic historian, ranging from the ability to narrate detailed and complex chronologies, such as events in Russia in 1917 and the actions of the House of Commons 1640 – 1642, to demonstrating the capacity to interrogate a source. After all, if a scholar cannot think of a question to ask a source then that source forever remains silent in the same way that a suspect in a murder trial does not have to describe his whereabouts if not asked ‘So, where were you on the night of the murder?' Our aim is to equip pupils to engage with the past and for them to develop the wherewithal to ask their own questions of the material they encounter, and by so doing to deepen and extend their own intellectual curiosity.
Co-curricular
There are a number of History societies. The Senior History Society invites speakers every Monday lunchtime. Papers are delivered by distinguished academics, members of staff and the pupils. The Society also meets on Tuesday afternoons after school to discuss an article that has been sent by a member of the department. There is also a pupil-led seminar on issues that are not considered fully in the curriculum, including LGBT history and the history of Witchcraft, a reading group and a regular session before school which looks at the Oxford and Cambridge entrance tests.
In partnership with the Politics Department there is a society for Fourth Form pupils and a meeting of keen Sixth Form pupils who wish to go beyond IGCSE.
Trips
The department also goes on many trips. There is a Fourth Form trip to the Battlefields, Sixth Form trip to Moscow and St Petersburg and a Lower Eighth trip to the United States which includes Washington, Memphis and Louisiana.
ICT is taught formally in the Fourth Form. At its heart lies our commitment to help our pupils live in a world driven by rapid technological change.
The internet is 50 years old, the web not even 30 — yet the impact of both is evident in so many aspects of our lives.
As computers become all but ubiquitous, teenagers, who have known no other world, need to be quick to adapt to new tools, skilled in understanding how to deploy these and agile in moving between them.
All too soon, adults can feel left behind, but we believe that the “digital native” is a myth. Merely being born into a world dominated by digital technologies does not in itself make our pupils expert in understanding how best to use today's hardware and software. For one thing, the pitfalls and trade-offs involved in giving both attention and personal information to the galaxy of web services now available need careful consideration. The role of teachers here is very important: working with our pupils, we aim to create an ethos of mutual support where all can learn about and benefit from the applications that are shaping our world. Pupils have a lot to teach us, but we, too, have much to contribute.
Co-curricular
ICT is part of the PSCHE curriculum in the Fifth Form and emerges again in the Lower Eighth in courses about science-fiction, cities and the history of technology.
We are also developing new ideas about the ways in which ICT can work with the arts and the sciences, allowing pupils to explore new ways of bringing seemingly disparate disciplines and practices together. We are very fortunate to be in London where we can draw on links with RCA graduates, leading design agencies, entrepreneurs and academics — many of whom have given generously of their time in visiting and talking at St Paul's.
The Mathematics Department of St Paul's School has an international reputation. We don't teach to the examination, we teach mathematics – and exam success is a consequence.
Our pupils are not just highly skilled but show enthusiasm and real understanding, and there's a vital mathematics culture in the school. On any day you will hear pupils of all ages discussing mathematics with knowledge and interest, and the mathematics staff equally find time to throw mathematical ideas around every day. The powerful intellectual curiosity characteristic of St Paul's School is exemplified by the passion for mathematics shown by staff and pupils alike.
A central part of the school's educational creed is that we do not accelerate our pupils by entering them early for public examinations. Instead we stretch them by providing extra depth, and in particular by using a wide range of harder questions and problems. We have consistent outstanding success in national competitions such as the British Mathematical Olympiad, and in this century we have provided more members of the UK team for the International Mathematical Olympiad than any other two schools put together.
Mathematics is a core subject to GCSE. At A Level it is hugely popular: typically, well over 80% of pupils take Mathematics in the Lower Eighth (Year 12) and in any year group between 50 and 75 boys study Further Mathematics.
Co-curricular
Central to the school's mathematical profile are the various national mathematics competitions run by the UK Mathematics Trust (UKMT) – the Intermediate and Senior Mathematics Challenges, the Intermediate Olympiad (Cayley, Hamilton and Maclaurin) and the British Mathematical Olympiad rounds 1 and 2. The Mathematics department also offers a wide range of co-curricular mathematical societies. Further details can be found here.
To communicate effectively and meaningfully with someone requires a profound understanding of their world view which is rooted in the language they speak.
The acquisition of language skills is therefore central to a pupil's personal, cultural and social development, as well as providing an important intellectual challenge.
Pupils have the opportunity to take courses in seven languages during their school career. They learn to be confident, accurate and articulate linguists, engaged with the cultures of the countries whose languages they study. Our philosophy aims to foster curiosity and independence as well as valuing accuracy and precision.
Pupils can follow courses in four languages: CIE IGCSEs in French, German, Italian and Spanish (CIE IGCSE).
Co-curricular
Our co-curricular programme is hugely exciting and varied. A wide range of trips abroad, and to galleries, exhibitions, theatres and cinemas in London, adds greatly to the experience a modern languages pupil has at St Paul's. From the Fifth Form (Year 10), all linguists have the opportunity to practise their spoken language in small conversation classes with one of our five native-speaker assistants. Our Modern Languages society, Eurosoc, is one of the busiest and we have our own twice-yearly magazine, Metro, to which all the languages contribute.
We support pupil-led initiatives, this year alone seeing the creation of Linguasoc, and the Foreign Film society. The Fourth Form have an extremely popular poetry recital competition each year, in which poems are performed in each of the languages on offer. We enter pupils for young translator competitions where they routinely achieve success and the Linguistics Olympiad, with numerous recent gold medal winners, some of whom have been selected to participate in the International competition.
At St Paul's School, we explore the complicated historical, technical and aesthetic strands that have given rise to today's musical culture and allow this to inform our own performance and composition.
The Music curriculum follows a rigorous path to understanding the contexts surrounding the notes that we play and create, whether it is clarifying the structure of a symphonic work or studying the intricate rhythmic patterns of Indonesian gamelan to get a fresh perspective on Western Minimalism.
Co-curricular
Creating informed musicians in the classroom has tremendous benefits on the wide and ambitious range of activities we can offer outside of it. There is always a real buzz around a St Paul's School concert and the Music School is never silent during the school day.
The laws of Physics attempt to explain the mediation of all actions and interactions in the world around us.
They explain not only the mundane but are the key to understanding the technological revolution around us from mobile phones to the internet and beyond.
The desire to understand the world around us with the power of our reason has led us from Ancient Greece via Descarte and Newton to Einstein and beyond. The complexity of the world we have discovered has often confounded us and yet perhaps the greatest surprise is that we are able to understand it so well.
Physics lessons at St Paul's School are thus about encountering new phenomena and inspiring pupils to find out about the world in which they live. As one member of the Upper Eighth (Year 13) said (paraphrasing Richard Feynman), “When playing any game, it's good to know the rules, and physics is about the rules of the game that is our reality.”
We emphasise a hands-on approach to verifying both classical and modern physical laws, from Archimedes to Niels Bohr — what we think we know, and how sure are we about it. Physics lessons at St Paul's School are frequently about finding connections and hidden truths, and are a great source of those light bulb moments – when it just clicks.
For all age groups, the syllabus is extended in a way suitable for an inquisitive mind, offers many co-curricular opportunities, and is firmly aimed at allowing pupils to undertake work of a rigorous and scholarly nature, to better explore the links between the different areas of this vast academic discipline. Teaching is varied and as the emphasis shifts to questioning the laws of nature, there are plenty of opportunities to plan and carry out experiments, communicate complex ideas, create simulations, think critically, and solve problems. All of which are skills highly valued by universities and employers.
Co-curricular
The Physics Department is proud to house St Paul's state-of-the-art Scanning Electron Microscope (SEM), which can be integrated into lessons across the year groups, and is a hub of a growing centre for research carried out both inside the school and by visiting professionals. Recent trips have included to CERN, the Rutherford Appleton Lab, European Space Agency facilities in Norway and Portugal, Mclaren F1, and UCL's astronomical observatory, not to mention a number of talks closer to home.
Through our teaching we explore contemporary politics and the distribution of power in modern Britain, as well as political concepts, values and ideologies.
A Level
Politics is taught at A Level, though younger pupils are encouraged to get involved via the Junior Politics Society which provides a forum for the discussion of everything from the US elections through to space politics.
The two-year course covers the British political system, political ideologies and concepts, and the American political system. Mock elections and referendums allow pupils to get involved with campaigning and hustings. There is also an annual A Level Politics student conference.
Competitions
Pupils are encouraged to enter prize essay competitions, including the St Paul's School Gritten Prize in International Relations, and various FT writing prizes for which two Lower Eighth (Year 12) students were shortlisted in 2019
Trips
Trips have included a visit to the Houses of Parliament, a private Q&A session with Zac Goldsmith MP and the POLECON conference in central London. In the Upper Eighth (Year 13), we visit the USA – New York and Washington – to help understand the American system.
The central questions that should be asked by every thinking human being are our syllabus: What is the nature of morality? Does God exist? What can we know? What is the nature of reality? Who are we? Do we have free will? Is there life after death? No other subject can excite the teenage mind so much.
Pupils in the Fourth and Fifth Form study Moral Philosophy. Our aims are to stimulate their philosophical imaginations, to give them a grounding in the great moral theories of western philosophy, to give them an understanding of the major religious traditions of the west, to give them an opportunity to reflect on the vital ethical issues of our time, and to hone and sharpen their critical reasoning skills.
Co-curricular
Reflecting the keen interest that our pupils take in philosophy and theology, there are many school societies connected to the department. Our flagship Isaiah Berlin Society (named after the eponymous Old Pauline) meets every fortnight to hear the world's top academic philosophers presenting their research. A Joint Theology Society runs according to the same format. There is also a weekly Junior Philosophy Society, a Joint Philosophy Society and a Joint Feminist Society (with the girls' school), which give pupils a forum to present and discuss their own work. Finally, there is a Philosophy Reading Group which meets to discuss key texts in the history of philosophy and current research. In addition, there is the school's Blumenau Philosophy Prize Essay competition, as well as several external essay prizes that pupils are encouraged to compete for. We also regularly take pupils to public lectures and conferences in London.
Pupils have recently had significant work published. In 2020, Kiki Ajayi published a paper in the journal Dialexicon. In 2018, Quentin Mareuse published a paper in Philosophy Now, the UK's biggest selling philosophy periodical, and Zac Michaelis and Adam Rachman delivered a paper on weakness of will to university professors at the 2017 Joint Session of the Mind and Aristotelian Societies – one of the world's most important annual philosophy conferences.
The department is actively involved in organising the schools' programme at the world's largest philosophy and music annual festival: How The Light Gets In. We run a weekend trip in May to this wonderful festival in Hay-on-Wye.
The department actively promotes peer teaching, both via a programme of Moral Philosophy lessons on misogyny and homophobia delivered by Eighth Formers, and by arranging Philosophy4Children training for pupils who then deliver lessons in local primary schools as part of St Paul's' Partnerships programme.
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