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

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

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

‘She was so much surprised that for the moment she quite forgot how to speak good English’ RoANCAIPNCCSEACBSFNAADES DCSFQCANAAPRAISENAIECBMEIB ARGGTCETDAIEALACAQAWJEC DfESOCRNFERCFSANEETASCLASPECT

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!’

AAIA Progress Increased membership 9 Regional Groups Website Electronic communication Effective links to AgenciesPublications 5 Working Groups

National Progress Every Child Matters Inside the Black Box National Strategies focus on AfL Recognition of AfL in DCSF Ofsted recognition of AfL Raised awareness amongst students Action Research in schools Moving the locus of control

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?

The Mad Tea-Party Alice Alice The Hatter The Hatter The March Hare The March Hare The Dormouse The Dormouse

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

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

Every Child Matters Please Don’t forget the Dormouse

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

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