Literacy tutor Kate Coldrick shares a KS3/GCSE creative writing activity based on her poems Red Riding Hood Speaks and Morgan Speaks (OnTheSkyline.com). Explore how paired-line revoicing poems reveal bias, perspective, and voice – and why this structure especially supports autistic learners. Full resource available in her TES shop. When I write for OnTheSkyline.com, I often … Continue reading Revoicing a Story: A Creative Writing Activity for Literacy Learning
education
Why Some Children Get Stuck After Phonics – Understanding Orthographic Mapping and the Self-Teaching Phase
Thousands of children can sound out words but still can’t read fluently. They can decode the letters on a page yet struggle to recognise words automatically or understand them easily. This article explores what happens after phonics – the stage where real reading begins – and why understanding orthographic mapping and the self-teaching phase is … Continue reading Why Some Children Get Stuck After Phonics – Understanding Orthographic Mapping and the Self-Teaching Phase
From Sound to Story: How Children Really Learn to Read – and Why So Many Phonics Programmes Misfire
Children learn to read by linking the sounds they already know to the symbols on a page. Yet most phonics programmes start from the wrong end – from print instead of speech – forcing children to memorise the alphabetic code backwards. Here’s what really happens inside the reading brain, and how to teach in a … Continue reading From Sound to Story: How Children Really Learn to Read – and Why So Many Phonics Programmes Misfire
New Publication: 6 Ways to Support Autistic Girls in Your Classroom
I’m delighted to share that my latest article has just been published by Edutopia. “6 Ways to Support Autistic Girls in Your Classroom” explores how small, intentional adjustments can help autistic girls feel secure, confident, and ready to learn. It draws together my work as a tutor, writer, and parent, connecting the everyday experiences of … Continue reading New Publication: 6 Ways to Support Autistic Girls in Your Classroom
Learning Where You Live: How Woodbury’s Landscape Inspires Autistic Learners at Home
Evening light over Woodbury, Devon — the familiar view that shapes daily life and learning. When families choose to home educate, they often imagine lessons spread across kitchen tables or screens glowing in the living room. But for many autistic children, the most powerful learning spaces lie just beyond the doorstep. Local environments are predictable, … Continue reading Learning Where You Live: How Woodbury’s Landscape Inspires Autistic Learners at Home
No Mask for Us: Why Autistic Girls Go Unrecognised
Autistic masking is one of the biggest reasons autistic girls go unrecognised at school and beyond. In this post, Kate Coldrick explores how masking shapes the lives of autistic girls, why it delays recognition and support, and why the phrase #NoMaskForUs offers both a slogan and a way forward. When we think of the students … Continue reading No Mask for Us: Why Autistic Girls Go Unrecognised
Beyond Voice: New Publication on Inclusive Co-Creation
I’m pleased to announce the publication of my new peer-reviewed article in the Student Engagement in Higher Education Journal (SEHEJ), co-authored with Lili Ly: 👉 Read the full article here “Beyond voice: Re-imagining inclusion through a co-created project led by an autistic student” is rooted in my experience as student lead on a UCL ChangeMakers … Continue reading Beyond Voice: New Publication on Inclusive Co-Creation
Exploring Why Neurobiology Matters in Autism
Kate Coldrick reflects on autistic sensory neurobiology and why it matters for both education and therapy. Read more in her full NLSC article. Over the past few months, I’ve been following discussions about autism, sensory processing, and therapy. One theme that keeps surfacing is how easily the conversation gets polarised: should traditional therapies be applied … Continue reading Exploring Why Neurobiology Matters in Autism
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