AUTUMN 2025
Welcome to this edition of Ignite, where we continue to explore the interplay of research, reflection and classroom practice. This issue invites us to consider how we can enrich learning by focusing on the skills and habits that extend beyond subject content. We begin with the Harkness Model in History, where seminar-style discussion strengthens oracy, independence and critical thinking, while also deepening students’ enjoyment of their studies.
ISSUE 3 We then turn to John Tomsett’s reflections on what makes great teaching, highlighting the importance of peer observation. Finally, we reflect on the enduring value of handwriting in a digital age, exploring how it supports memory, comprehension and language development while raising important questions about accessibility. We conclude with opportunities to reflect, connect and grow together as professionals.
Meet the authors:
AMY ANGELL Amy Angell is part of the History department at KGS. Having been Head of Department and since completing her MA in Education, she has been interested in action research and trying to improve her own teaching. In particular, she is keen to foster a love of History in her students, and to find ways to increase student engagement in the classroom.
MILLY WILLIAMS
LOTTIE MORTIMER
Milly Williams is Head of Religion and Philosophy and leads Teaching and Learning Innovation at KGS. She’s passionate about cognitive science and evidenceinformed study strategies and is always looking for new ways to bring teachers together to observe, discuss, and reflect on great practice.
Lottie Mortimer teaches Classics at KGS and previously co-led the PGCE Latin and Classics course at the University of Sussex. She recently completed her NPQLL and is particularly interested in making classical subjects accessible to pupils of all attainments.