In the past, teaching has suffered from applying tentative research from neuroscience directly to the classroom. Even though the last decade has seen a step change in efforts to bring together education and neuroscience research, the dialogue is still in its infancy. What do you do if you want to learn more? What does the research really tell us? This journal's sister publication, "School Science Review," may have some of the answers, with a series of articles written several years ago. The articles are the outcome of classroom research carried out from 1999 to 2005, under this author's direction, by a group of four science Advanced Skills Teachers (AST) working in North Yorkshire schools. They chose to use evidence from neuroscience to support ideas and models of learning from cognitive psychology. It proved to be very fruitful, as the ASTs were convinced the approach not only improved their already outstanding practice but illustrated research evidence that the brain is incredibly flexible (referred to as "brain plasticity") and evolves dynamically. The ASTs found that there were sensitive, yet non-critical, periods of brain development in school-aged learners, particularly around the age of 6-7 and during puberty. They were also convinced that the emotional development of their learners was accelerated by teaching them group-working skills, using a hierarchical framework developed and tested in their own classrooms. With 2014 being designated the "European Year of the Brain," acknowledging that the most complex structure in the universe lies within each of us, you would hope that the focus would be on how it works and learning.