Currently enjoying its 1000th week in the pop charts of fashionable educational orthodoxy, is Learning to Learn (L2L), which, as its name suggests, is about teaching children to learn about the process by which they become more intelligent, and understand. It’s metalearning, and I promise you I will never use that phrase again. Just try and think what learning to learn about learning might look like, and if your eyes aren’t crossing then I salute you. The problem with L2L is, at the least, it doesn’t seem to mean anything specific; it means many things to many people: ‘It is a well-used phrase in contemporary educational debates around the world, but the idea lacks conceptual clarity.’1