Since the onset of the global Coronavirus pandemic, existing critical issues impacting student learning and schooling experiences have been exacerbated. In the context of our current historical moment, and as educators, it is our responsibility to ensure equitable systems of learning design and curriculum that serve all students. To engage students with their experiences of curriculum, educators must support deep learning for all at their points of connection. By operationalizing this learning and communication through the integration of Varied Assessment Praxis, and including frameworks such as the Science Writing Heuristic and Toulmin Writing Model (supporting the development of explanation and argument techniques), educators can facilitate anti-discriminatory and just spaces for students to process and present their own positions, meanings, and complexities of curriculum. Using a duoethnographic approach, the authors share perspectives on integrating writing in the science classroom to support expression of student’s own power and belonging.