AAIA in Wonderland & AAIA Through the Looking Glass With apologies to Lewis Carroll

2. AAIA in Wonderland & AAIA Through the Looking Glass With apologies to Lewis Carroll

3. AAIA through the looking glass – a reflection • The Lobster Quadrille • The Mad Tea-Party

4. The Story So Far ‘Curiouser and curiouser!’ cried AAIA

5. ‘She was so much surprised that for the moment she quite forgot how to speak good English’

6. Racing to stand still? ‘Well in our country,’said Alice, ‘you’d generally get somewhere else - if you ran very fast for a long time, as we’ve been doing.’ ‘A slow sort of country!’ said the Queen. Now, here, you see, it takes all the running you can do, to keep in the same place. If you want to get somewhere else, you must run at least twice as fast as that!’

7. AAIA Progress

8. National Progress

9. The Lobster Quadrille Then turn not pale, beloved snail, but come and join the dance, Will you, won’t you, will you, won’t you, will you join the dance? Will you, won’t you, will you, won’t you, will you join the dance?

10. The Mad Tea-Party • Alice • The Hatter • The March Hare • The Dormouse

11. Meeting the needs of the Diners • Curriculum content • Organisational strategies • Use of extra-curriculum time • Teaching strategies • Learning activities • Resources • Assessment

12. Can the enabling process reinforce differences? To ignore or deny differences, or make a virtue out of treating all children the same is not a solution but a retreat from a solution What may be needed is a re-appraisal of the curriculum content, organisation and pedagogy for the whole class Susan Hart, 1992

13. Every Child Matters Please Don’t forget the Dormouse

14. In helping young people and ourselves to learn joyfully as well as effectively we must remember that the enabling devices of systems and procedures are just that – they are means which are to be judged by the quality of the human flourishing that they promote. An authentic personal response, a shared look of satisfaction, an honest show of disappointment, a hand on the shoulder, the dance of delight in the eyes, the laughter of shared error, the passion of interest or commitment – is, on occasions more powerful and more important than the rigours of the most refined of systems. Michael Fielding, 1994Developing Teachers, Developing Schools

15. It ain’t what you do it’s the way that you do it