They add up to a demanding framework as the OECD proposes that all of them should inform practice and design, whether in schools or in wider settings and systems. Instead, working on one or two - on engagement and emotions, say, or personalisation or formative feedback or horizontal connectedness - can provide the channel through which to drive the others. The tools outlined in this chapter recognise this need for prioritisation. The learning environment should actively engage all students and develop in them the capacity to understand themselves as learners with the necessary strategies to be able to leam more effectively.