The purpose of this study is to explore the implications ofa standards-based curriculum for what constitutes knowledge indifferent teaching contexts. The research question is as follows:How is the logic of uniformity within curriculum standards recontextualisedinto actual teaching in different school environments,here focusing on the concepts of the knowledge underpinning theteaching? Many national school systems have adapted to the currentaccountability movement. The accountability movement ischaracterised by seemingly simple and reasonable logic thatdefines objectives to specify what schooling should result in forlearners, evaluates the result and then uses the result to improvethe schooling process. In reality, however, the recontextualisationof the subject curriculum to teaching practice is a complex process.This article draws on interviews with two teachers focusing on eightrecently completed lessons. The analysis reveals two approaches tocurricula—integrated and performance—underpinned by two differentviews of knowledge: transactional realism and social realism.Although the key aim for teaching based on transactional realism is‘coordinating the students’ interest in’ the curriculum and teachingcontent, the key aim for teaching based on social