‘The knowledge question’ in the Norwegian curriculum

‘The knowledge question’, addressing what students need to know and learn, becomes particularly relevant during the process of a new school reform. This paper examines political messages role in current curriculum reform initiative for primary secondary education Norway (2020). The study is based on document analysis four key policy documents one subject curriculum. Analysis reveals that, although express expectations strengthening dimension subjects, framework indicates that it more clearly prescribes skills, methods strategies than specialised content teach. We conclude continuation competency-oriented model, wherein competence aims are governing category, explicit difficult prescribe because contrasting assumptions underline content-oriented versus competence-oriented two models demand different approaches ‘the raises questions about whether combining these orientations model possible.