ABSTRACT
Chapter 7 analyses the basis for re-contextualising content and knowledge concepts in local schools and classrooms. The curriculum makes clear what the curriculum tasks are and what core content must be included in classroom teaching. However, teachers still have some room for independent action. Two different, but related, processes in the teachers’ selection and recontextualisation of curriculum content are identified. First, there are three interlinked phases for transforming core content and the abilities required for the curriculum tasks: a collective phase, an individual phase and a phase of interaction with students in the classroom. Second, there is a process of content selection, which is conditioned by the frame-factors and curriculum tasks within the different subjects.
