Assessment for Learning (AfL)--assessment that focuses on the gap between present performance and the desired goal--is integral to teaching and learning, and its importance has been recognised over a number of years. With the new status of science assessment in England, following the changes to key stage testing, a research team at the National Foundation for Educational Research investigated, by carrying out a literature review, how AfL can best support primary science. The review looked systematically at many research studies and identified a number of overarching themes that showed the relevance of AfL in the primary science classroom. These included: (1) misconceptions and classroom climate; (2) talk and discussion; (3) questioning; (4) feedback; and (5) self-assessment and peer-assessment. This article presents a summary of the key messages from the review. The author summarises which Assessment for Learning strategies are particularly relevant to primary science teaching and learning and describes how they can be implemented in the classroom.