As reported in an earlier article (Russell and McGuigan, 2014), with Nuffield Foundation support, the authors of this article have been exploring with a group of primary teachers the teaching and learning of evolution and inheritance, focusing on conceptual progression. The new National Curriculum for England requires learners to access knowledge and ideas through "working scientifically". However, evolution and inheritance do not lend themselves to direct investigations as teachers may traditionally think of them. Using "science discourse" (discussing science ideas in a scientific manner with evidence) as the enquiry approach appropriate to this area, Russell and McGuigan are discovering how relatively unfamiliar "argumentation" techniques are developed over the primary years. The project introduced in this article is intended to generate advice to approaching inheritance, evolution, and the passage of time.