The authors think it is likely that there is no 'right' way to teach. They believe that some teaching approaches work better in some situations to achieve some goals. In this article the authors are proposing that the best way to improve primary science is for colleagues with different views to talk more -- and listen more. Specifically, the authors want to talk about enquiry learning and direct instruction. The authors consider the extremes of enquiry and direct instruction with a view to providing high-quality science for primary pupils.