11th March 2026, By Dr Jones & Sixth Form attendees
A group of Sixth form students travelled to Oxford to attend this one day conference for some ‘philosophy in action.’ It was a packed day that introduced key philosophers, logical debates, the questioning of assumptions, and testing of ideas. It was definitely an academically challenging and stimulating day.
The lecture on the Foundation of Philosophy explored the ideologies of Plato. One of the key takeaways was his explanation of the nature of the soul; an immortal form of ‘self’ that transcends a physical body. It is something that must be protected and cared for and can avoid corruption through the moral ideal that it is better to suffer injustice than to inflict harm on others, this being life’s purpose.
The talk on how the brain responds to music given by Dr Chris O’Neill was particularly fascinating as it covered 9 different main points. We discovered that the brain has over 1000 trillion synapses and over 24 parts of the brain are used when playing a musical instrument. I found it very interesting to learn how the brains of people who play a musical instrument are larger, faster and better connected. – Imogen (Year 13)
Another interesting idea was that the soul exists as an explanation for ‘being’. Plato believed in the concept of reincarnation, in which the knowledge you carry from one incarnation is forgotten and cannot be inherently passed on to the next. This idea is defended though the explanation that souls can recollect of the things learned in a past life through education. He supported this notion with various analogies such as ‘the cave’ and ‘the chariot’; however, notably with mathematics, demonstrating how a boy with no formal education could double the area of a square with no prior instruction. I found this especially fascinating, as it suggests that the laws of mathematics are eternal, unchanging, and can only be discovered rather than created. – Nicky (Year 12)
Another intriguing talk we listened to was “What is courage?” by Julia Arliss. She discussed Aristotle’s views on courage, as a skill that is not innate but must be practised, be rational and a deliberate choice made in the face of fear. He believed that courage was a middle way on a spectrum between rashness and cowardice and for an act to be courageous and it had to be for noble purposes. I found discussing the case studies and the application of Aristotle’s views, on Greta Thumberg’s infamous speech at the UN conference, for example, and whether individuals displayed courage, particularly interesting. – Claudia (Yr 13)
Mike Grenier’s lecture on ‘Slow Education: Why Thinking Well Still Matters’ offered an interactive exploration of the significance and art of slow thinking. In a fast-paced world, constantly bombarded with information and ideas, our brains process countless incoming details rapidly without deep thought or reflection. Grenier rightly points out our tendency towards “lazy quick thinking,” which is a common occurrence. We often prefer waiting for answers rather than thinking things through ourselves due to a desperate need for speed. This lecture gave us a chance to pause and reflect on our thinking. What I found helpful, is that writing in a journal every now and then can really help us focus our minds, slow things down, and look at our thought patterns. This, in turn, can lead to new ideas and opportunities. – Zoe (Year 12)
Our Academic Scholars from Year 7 through to Year 13 were fortunate to attend a lecture delivered by Professor Andrew Pettegree as part of the MSJ Hayes Seminar series. Professor Pettegree, a highly respected historian and Professor of Modern History at the University of St Andrews, specialises in the European Reformation, the history of the book, and the evolution of media.
The lecture, focused on Books in Wartime, offered pupils a valuable insight into the complex challenges faced by publishers during periods of conflict. Professor Pettegree brought with him original publications produced during wartime, allowing pupils the rare opportunity to handle and examine historical texts first-hand. This tangible connection to the past brought the topic to life in a way that resonated strongly with the audience.
“I enjoyed learning about that period of history and looking at the original books that were passed around.” — Year 8 pupil
“It was a topic that I hadn’t thought much about before that I found was really interesting.” — Year 11 pupil
Among the highlights of the talk were Professor Pettegree’s explanations of how photographs were carefully staged for propaganda purposes, how some publishers surprisingly benefitted from their premises being bombed (as insurance payouts enabled them to continue trading), and the dramatic impact of paper shortages on newspaper length. Pupils were also intrigued to learn that, due to rationing, newspapers could not legally be used to light fires.
“We learned how resource scarcity, political censorship and military interests affected bookstores and the general public’s demand. We were able to examine books and pamphlets issued to soldiers during the war. Something I found particularly inspiring was how books served as a source of hope for many people during the war. For example, prisoners of war in Allied countries were given books to keep themselves occupied, whether for studying or leisure, and in the Netherlands, those in hiding were provided with books, as recorded in Anne Frank’s diary, which became like a light for them.
Listening to this talk was deeply thought provoking, and made me consider how more recent conflicts may impact communication and literature in the modern day, especially with books increasingly becoming digitalised.” Year 13 Academic Prefect
The session offered an exceptional opportunity for our scholars to deepen their academic curiosity and engage directly with an expert actively shaping historical research. Experiences like this not only enrich pupils’ understanding beyond the classroom but also inspire them to think critically about how history is recorded and interpreted.
We are grateful to Professor Pettegree for sharing his expertise and for providing such a stimulating and memorable learning experience.
https://www.malvernstjames.co.uk/wp-content/uploads/2026/03/P1335954-scaled.jpg21602880Matthew Ponterhttps://www.malvernstjames.co.uk/wp-content/uploads/2026/02/Malvern-St-James-1-1024x341.pngMatthew Ponter2026-03-09 08:38:172026-03-09 08:38:17Hayes Seminar Summary: Professor Andrew Pettegree
Malvern St James are delighted to celebrate Claudia’s achievement in her Extended Project Qualification (EPQ), after she received an A* this week.
Claudia demonstrated her outstanding skills in independent research, critical analysis, project management and communication throughout the project, earning her the highest possible grade.
Claudia’s project, titled “Ethics in UK Media: The Treatment of Kate McCann”, explored whether the portrayal of Kate McCann in the UK media can be considered unethical.
She examined the personal impact that media scrutiny had on Kate McCann, whilst evaluating the ethical guidelines that govern media practices.
What is an EPQ?
The Extended Project Qualification is a Level 3 qualification that allows students to research a topic of their choice in depth.
The project aims to develop essential academic skills, including Independent research, critical thinking, academic writing, referencing and time management.
Why Does It Matter for University?
Universities across the UK may offer students lower conditional grades to those who achieve high marks in their EPQ, as it demonstrates a student’s ability to manage complex projects whilst producing high-quality work.
https://www.malvernstjames.co.uk/wp-content/uploads/2026/01/CS-scaled.png19202880contact@dannhanks.comhttps://www.malvernstjames.co.uk/wp-content/uploads/2026/02/Malvern-St-James-1-1024x341.pngcontact@dannhanks.com2026-01-09 13:38:242026-01-09 13:38:33A* Success In Extended Project Qualification
A group of academic scholars and DT students visited the Morgan car factory with Dr Jones, Head of Library & Enrichment, Mrs Rolfe, Head of Design Technology and Mrs Dege-Edy, Design Technology technician.
Below are some of the insights from the students who went on the trip:
The guided tour was a fascinating experience that allowed the group to venture inside the historic workshops and see the unique processes that go into building a bespoke Morgan car. We had a very knowledgeable guide who gave us insights into Morgan’s heritage and craftsmanship.
Today we learned about how Morgan cars are manufactured. I found it very interesting that the cars are partly made of ash wood. I learned that every tree they use to build Morgan cars they plant six new ones. They use ash wood because it is light weight so will make the car more aerodynamic.
I found out that every morgan car is different. They are tailored to its buyer with different choices of interiors, paint and detailing. They are handcrafted so they take time and lots of effort to build just one car. Around 800 Morgan cars are sold every year making them rare and highly sought for. The wings on the Morgan car symbol mark speed and agility.
Henry Frederick Stanley Morgan founded the Morgan Motor Company in 1910 in Malvern. The first Morgan car was a three-wheeler, a lightweight vehicle powered by a motorcycle engine. – Lucy
I enjoyed the trip very much as it was a very good insight into the inner workings of the Morgan Factory.
I learnt a lot, including how the company go through the process of making their cars, how the company was founded and all the different people who contributed to it and why the brand of car is so iconic. I especially enjoyed seeing the people constructing the cars and seeing the different stages of manufacturing as well as the different things everyone had to do to complete the car. I also liked learning about how you can start as an apprentice and work your way up the company. – Clem Year 7
The Scholar’s Malvern Factory trip was extremely valuable and beneficial to us. The most intriguing aspect was being able to view the bespoke creations. Each car had a specification dedicated to their customers, allowing each vehicle to be unique. To further Morgan’s individuality, their process of production was immaculate and entirely hard crafted, using specialists and apprentices. Their use handcrafted methods and machines, which are more than 100 years old, add incredible charm to each car. However, combined with modern, cutting-edge technology, an impeccable process and history was formed. I have witnessed the beautiful production of such delicate craftmanship and have learned an important lesson. Sometimes the most recent methods are efficient, but older process have the same, or even more value. Overall, this Trip was very educational and fascinating, where I learnt the importance of handcrafted work. – Stephanie
Visiting the Morgan factory was a fascinating experience that gave me a deeper understanding of how these iconic cars are made. Unlike many modern car manufacturers that rely heavily on machines, Morgan still uses traditional craftsmanship. I learned that ash wood is used to build the frames, which surprised me because I had always assumed cars were made entirely from metal. Seeing how heritage and innovation are combined in the factory helped me appreciate the unique element of the company’s approach.
Walking through the different stages of production was like following the journey of a car from start to finish. I saw raw materials being shaped, leather interiors being stitched, and engines being fitted with precision. Each step revealed the care and attention to detail that goes into building a Morgan car. It was clear that every vehicle is treated as a one-of-a-kind creation rather than just another product on a production line.
What I enjoyed most was watching the skilled workers at their craft. Their expertise and patience were inspiring, and it felt special to witness the artistry behind something as complex as a car. I also loved the atmosphere of the factory—the mix of wood, leather, and metal gave it a character unlike anywhere else. Seeing the classic designs lined up, especially the vintage-style models, was a highlight of the visit.
Overall, the trip taught me how much tradition and pride are woven into Morgan’s cars. I enjoyed not only learning about the process but also experiencing the passion that goes into each vehicle. The visit left me with a new appreciation for craftsmanship and showed me how history and modern technology can work together to create something truly remarkable. –Iona
I found the scholars’ trip to the Morgan factory very insightful, as it helped me to see the care, detail and effort taken to manufacture these unique cars. We were given a tour of the factory, which showed us the majority of the processes needed to design and build the cars, as well as live work on them. During this tour, I learnt how aluminium and ash wood are used to create a strong infrastructure, as the techniques for creating the base of the car are also used in aircraft manufacture, and that the majority of Morgans manufactured in the UK are exported to countries such as the USA, Germany and Indonesia. – Saira
Our trip to the Morgan factory was a really enjoyable experience, not just because of the cars but also because of the place itself. The factory had a warm and welcoming design, with neat workshops laid out in a way that let us see each stage of the car‑making process clearly. The mix of old wooden beams, polished metal tools, and bright natural light gave the whole space a calm but creative feeling. We thought it was impressive how the craftsmen worked with ash wood frames and carefully shaped the panels by hand, showing patience and skill at every step, in addition then passing those delicate skills to the next generation. What we learnt was that Morgan cars are not mass‑produced but built slowly and carefully, making each one unique and tailored to the customer’s design. The fact that they still use wood as part of the car’s structure was surprising and very interesting. Overall, the trip gave us a strong sense of tradition and artistry making the visit feel special and memorable. – Liza
Throughout this trip I gained an insight into the process of a factory, like the initial stages of forming the aluminium into the desired shape through hammering it down or the end stage of sewing seat covers with industrial sewing machines which increase the efficiency and decrease the time in which it takes to complete the final car. We also learnt that within early stages the engineers get 160 hours to create the chassis of the car and fill it with the engine and all other electrical components which shows how carefully time must be planned and the importance of sticking to a schedule.
Throughout the whole experience I learnt how the Morgan Factory innovate whilst maintaining their traditional and authentic car shapes and sizes by changing small things through iterative design. The cars are all unique to their own clients and are all hand crafted to fit exactly their clients wants and needs. They know what the customer wants exactly through a specification. The business themselves is also unique in another way as they have a variety of 40,000 paint colours to choose from and if they don’t suit your wants you can simply bring in a sample for them to paint match which shows their flexibility and willingness to suit the customer’s needs.
From a business perspective, we can understand their finances and how their customer base is spilt internationally, including most there cars being sold to the US, (especially California) then UAE and finally Indonesia. 80% of their cars that are exported have an open roof design which appeals to a target market who live in warmer and sunnier climates. During this trip we also heard about the different job roles they have. One I found interesting was the apprenticeship, as it would allow for me to grow my skills and learn how to collaborate in a factory whilst developing loads of new techniques. Overall, I really enjoyed this trip as it gave me the chance to see an insight to the processes of a car and how much work is needed behind the scenes, especially when it’s an everyday item that we don’t think about as much. – Izzy
Today we visited the Morgan motor company and as being both a DT GCSE student and part of academic scholars it allowed me to have multiple insights into processes, manufacture, history of the company and how each car is different from one another.
Each car is specifically handcrafted, especially the bonnets showing the commitment towards keeping traditional cars like Morgans on the road. We specifically looked at the Super 3, Plus 4 and the SuperSport and looked at how each car was different than the others. As we went through the factory we saw the chassis making, metal work and upholstery, each showing how each step of making a car was done specifically to the needs and wants of the consumer, for example they have 40,000 different colours and they are able to paint match as well, showing how personalised you can make each morgan car. The main consumers of Morgan cars are America, UAE, Indonesia showing how morgan cars are renowned across the world. This trip has allowed me to see different processes I have learned in class and how they are used within industry. –Eleanor
The trip to the Morgan motor company factory was highly interesting to me as an A-level Product Design student. I was able to see many processes which I had learnt in class being used for actual high-end products in real time. This included timber laminating, press forming and the use of templates and jigs. I found the tour to be an intriguing in-depth look into how a Morgan car is actually made and the story behind the iconic design. – Imogen
This Wednesday academic scholars and DT students went on a very insightful and informative trip to the Morgan Factory. I found the unique design and the individuality of each car, tailored specifically for every customers’ needs, to be particularly fascinating. For instance, they had a huge range of 40,000 colours for customers to choose from when picking the colour of their Morgan, with the ability to colour match their car to the customer’s other vehicles. In terms of economics, it was great to see, in practise, the division of labour as each step of manufacturing process was divided and how this lead to specialisation of trade and therefore greater efficiency. – Claudia
As a business student I found the Morgan factory trip extremely mind opening in terms of how to take risks in the business world. I particularly enjoyed the information on the tour and the fact that that they haven’t changed the basis of their business model since 1914. Overall, I really enjoyed this trip not only from an educational perspective but also the fact we got to see amazing classic cars. – Faith
I really enjoyed the trip to the company. I thought it was very interesting and taught me a lot I didn’t know about how the company has developed over the century and how much history such a car could have. What also interested me was how so many cars can be made ensuring that every one was individual and unique. I wouldn’t hesitate to recommend this trip! – Mikayla
https://www.malvernstjames.co.uk/wp-content/uploads/2025/11/PXL_20251126_100240809-scaled.jpg16202880contact@dannhanks.comhttps://www.malvernstjames.co.uk/wp-content/uploads/2026/02/Malvern-St-James-1-1024x341.pngcontact@dannhanks.com2025-11-28 10:53:232026-01-07 15:24:52MSJ Visit to the Morgan Car Factory
On 5th November 2025, Malvern St James School proudly hosted the 50th Beyond COP21 Symposium, a milestone event in a global movement dedicated to empowering young people to lead the sustainability conversation. This was part of a two day experience at MSJ. On day one students from MSJ discussed climate and environmental issues and on day 2 five visiting schools joined MSJ to explore the pressing challenges of climate change as well as the practical steps we can all take to make a positive difference.
About Beyond COP21
The Beyond COP21 Symposium series, founded by Peter Milne, builds on the momentum of international climate conferences by engaging students in meaningful dialogue and action. Each symposium connects local and global issues, encouraging schools to take practical steps toward a sustainable future. Learn more about the movement here: https://www.beyondcop21symposium.org/overview/
Day One: MSJ Students Take the Lead
The first day focused exclusively on MSJ pupils, with workshops tailored to every age group. From Reception to Sixth Form, students engaged in activities designed to spark curiosity and action:
Years 10–11: Explored Climate Change: From Cause and Consequences to Rights and Responsibilities, followed by a creative workshop on expressing emotions around climate change.
Year 12 & 13: Investigated the UN Sustainable Development Goals (SDGs), debating which were most relevant to life in the UK.
Years 4–6: Tackled water dilemmas in a session on Children’s Environmental Rights, inspired by global case studies.
Reception: Discovered The Story of Stuff, learning about waste and upcycling through hands-on challenges.
Student Year Group leaders: discussed ideas with Peter about green schools and what MSJ can do.
The day concluded with parent and staff sessions, reinforcing MSJ’s whole-school commitment to environmental leadership.
Day Two: Collaboration and Community
The second day brought together five visiting schools for a full symposium experience. After a warm MSJ welcome and a message from Truro High School for Girls, Peter Milne opened with a keynote on global and local environmental issues, linking climate change to the SDGs and COP conferences.
Students then participated in:
Creative SDG Mind-Mapping, focusing on Responsible Consumption and Production.
Youth Voices Panel, hosted by MSJ students, where participants tackled questions such as: Some people think teens don’t have enough power to create change. What would you say to them? If you could ask world leaders one question about climate change, what would it be? How can we remain hopeful in the face of the climate crisis?
Carousel Activities, including: A visit to the exhibition on Responsible Consumption featuring local sustainability groups, Dr Jeff Allan’s session on environmental science, Edukid’s workshop on global education and sustainability and Target4Green activities on emotions surrounding climate anxiety.
Exhibition of local groups and organisations
One of the most impactful elements of the symposium was the exhibition, which showcased inspiring organisations from in and around Malvern:
Repair Café – promoting repair and reuse with hands-on demonstrations.
Malvern Hills Trust – protecting and managing the iconic Malvern Hills.
RSPB – engaging visitors with bird conservation activities, including owl pellet analysis.
Transition Malvern – sharing practical local projects to tackle climate change.
Malvern Hills Car Clubs – offering sustainable transport alternatives.
Malvern Community Forest – encouraging community involvement in woodland and meadow creation.
Malvern Green Space – connecting local environmental groups.
Edukid – advocating for education as a tool for global change.
Jeff Vehicles – showcasing electric and hydrogen transport solutions.
Energy Tracers – helping residents reduce energy consumption affordably.
Malvern Hills Food Bank – supporting local families in crisis.
Malvern Cube Projects – providing youth activities with a sustainability focus.
The exhibition reminded everyone that climate change is not just an environmental issue—it is deeply connected to social and economic conditions. It encouraged attendees to reflect on the small actions they could take every day, as well as the bigger initiatives they could join to make a difference. It was a powerful reminder that we are all interconnected, and that meaningful change begins with individual and collective responsibility.
Turning Anxiety into Action
The day closed with reflections from each school, celebrating shared learning and commitment to a sustainable future.
The symposium was more than a learning experience—it was a call to turn fear into hope through thoughtful actions and to turn climate anxiety into positive steps for change. Students mixed with peers from other schools, made new friends, and discovered that collaboration is key to tackling global challenges.
As one student reflected: ‘The day showed us that even small actions matter. Together, we can make a big difference.’
https://www.malvernstjames.co.uk/wp-content/uploads/2025/11/image.png10801080contact@dannhanks.comhttps://www.malvernstjames.co.uk/wp-content/uploads/2026/02/Malvern-St-James-1-1024x341.pngcontact@dannhanks.com2025-11-10 11:52:312026-02-08 17:58:57MSJ Hosts the 50th Beyond COP21 Symposium
A group of students from Year 6 and 7 recently enjoyed a lively and interactive session with Jennifer Killick, author of the hugely popular Dreadwood books and her new series Serial Chillers at Cheltenham Literature Festival. Jennifer spoke entertainingly about the stories that inspired her new books, the fun of writing jump scares, and how fear is generated by anticipation and the moments just before the unexpected actually happens.
She shared the inspirations behind her characters, explored what might be waiting in the woods, and suggested that scary, angry witches might have their own reasons for being angey and wanting revenge.
During a Q&A, the audience, including some of our students asked questions about her writing plans and the excitement that she creates with her writing, before meeting Jennifer in person after the to have their books signed in the Waterstones children’s book tent.
It was a fantastic trip that sparked imaginations and left pupils excited to get reading and find out what was hanging around in-between the pages of the next book.
This is what the students thought about the visit:
“I was so lucky to be given the opportunity to go to Cheltenham Literature Festival. It opened my eyes to the brilliant world of horror!” Year 6
“I really enjoyed myself today and I loved how she signed all the books. I also really liked how she answered questions. All over a great experience.” Year 7
“I liked it when we were playing wolf, witch, weirdo and when we were talking to her when she was signing our books.” Year 7
“It was a lovely experience – the talk was amazing and I even got to ask a question. I would go back again next year!” Year 7
“I loved the quiz to find out which character from her books that we are like.” Year 7
“I really like it, everything was so amazing. I am really excited to read the books.” Year 7
https://www.malvernstjames.co.uk/wp-content/uploads/2025/10/Lt-fest-1.png629856contact@dannhanks.comhttps://www.malvernstjames.co.uk/wp-content/uploads/2026/02/Malvern-St-James-1-1024x341.pngcontact@dannhanks.com2025-10-21 13:37:532026-02-08 18:01:21Cheltenham Literature Festival visit to see author Jennifer Killick
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