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Abstract
The notion of scientific literacy is contested terrain, particularly when the term is used in school curricula. Using a scientific literacy framework of Vision I (covers science products and processes) and Vision II (based on science-related situations as a starting point for discussion), the article analyses the Natural Science (grades 7–9) curricula in South Africa developed and implemented over the past two decades. The Revised National Curriculum Statement (RNCS) and the Curriculum and Policy Statement (CAPS) were scrutinised for indicators of each vision. Findings indicate that, while the RNCS espoused the concept of scientific literacy, the CAPS made little mention of it. While both curricula are dominated by Vision I indicators, particularly science products and processes, the CAPS document focuses almost exclusively on these. The implications of highly specified content and narrow interpretations of scientific literacy have consequences for teacher education and textbooks authors, as well as learners who will exit the school system before grade 10 and who need to be scientifically literate to function effectively as citizens in South Africa's nascent democracy.