Descriptive writing at GCSE English Language is often framed as a creative task. Students are encouraged to “paint a picture with words”, “engage the reader”, and “use imaginative language”. Yet for many learners, the difficulty is not a lack of imagination – it is knowing how to organise their ideas, where to begin, and how … Continue reading Teaching GCSE Descriptive Writing for Autistic and Neurodivergent Students: Why Structure Matters
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When Praise Turns: Heremod and Modthryth in Beowulf
One of the most difficult ideas for students of English to grasp is that meaning is not located solely in events, but in how those events are described, framed, and judged. At GCSE level, this sits at the heart of language analysis: writers shape reader response not just through what happens, but through voice, viewpoint, … Continue reading When Praise Turns: Heremod and Modthryth in Beowulf
A Functional Skills Workbook in Two Formats: Why Choice Matters for Learners
I’m pleased to share that my workbook, Kate Coldrick’s Guide to Functional Skills Level 1 Writing, is now available on Amazon in two formats: as a Kindle eBook and as a paperback. Although the content of the book is the same in both versions, offering it in different formats is a deliberate and pedagogical choice. … Continue reading A Functional Skills Workbook in Two Formats: Why Choice Matters for Learners
Revoicing a Story: A Creative Writing Activity for Literacy Learning
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
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
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