Our beliefs about teaching, learning and leading are the building blocks of our practice. They influence the decisions that we make and the actions that we take, and are therefore fundamental to our identity as teachers and leaders. But what are these pedagogical beliefs based on, how do we adapt when they are altered, and how can we support the development of informed pedagogical beliefs in those who we lead? This highly interactive session will invite you to engage in the science underpinning some fundamental principles of teaching and learning that have emerged from or been consolidated by research in the science of learning (education, psychology, neuroscience). We will discuss the implications of these principles and possible strategies for leading learning in our school contexts.