And opinion isn’t just the province of arts subjects. I’m often surprised, for example, at how little classroom discussion I see in science or mathematics lessons. Science presents topic after topic in which personal experience and opinion have much to offer. Pupils can discuss pollution, carbon emissions, global warming. They can consider a post-oil world. They can discuss why science seems to be a boy’s subject. These activities feature personal response – could you live without a car? – as constructivist pathways into concept-based conversations. This is good learning and it’s also good, motivating management. Of course, such discussions need planning and structure; this is examined in detail in Chapter 4.