"How can I help my students achieve their competence goals and at the same time lead the class?" This question is representative for many teachers and combines two problems; how to focus on leadership in subject-didactics and to achieve curriculum aims in classroom management. The new national curriculum in Norway, LK06, brings this question up to date. The curriculum has clear competence goals for the students on different grades and different subjects. Being unsuccessful in international studies, like PISA and PIRLS, also put a major stress on curriculum aims. The paper is based on an innovation project initiated by a combined 1- 10 school. The project started in 2005 and is now in its last year. The innovation ambitions were to develop a more reflective classroom management through teaching subjects and at the same time taking care of each pupil in the whole class context. My role in the project was to be a ‘critical friend’ for the leader group, to lecture on didactic theory for the teachers, to participate in reflection and to observe some of the teachers’ repertoire of classroom management. Questions I asked were: How do teachers perform classroom management in different subjects on different grades? Which role does the school culture on different grades play? Does architecture play a part in the classroom management? The paper will present some of my observations, themes from some of the study days and logs from the teachers. I concur with Dewey in believing that methods and outcomes of teaching cannot be separated from the teacher’s aims and subjects. I will describe some of my observations and try to conceptualise the terms curriculum aims, pedagogical content knowledge and subject-didactics (K Klette 2004, G Imsen 2004, L S Shulman 2004, P Woods 1996). The paper will discuss how the teachers attempted to develop classroom management which embraced both subjects and social aims. How can we trace the grades’ culture in the teachers’ classroom management? What are their thoughts about the relationship between classroom management and subject-didactics?

The culture between the primary and the secondary grade play a more significant part than the subject and the teacher as a person. The architecture and the attitude towards the school buildings affect the classroom management. The school leaders have to help the teachers to develop a more professional discussion about the relationship between classroom management and subject-didactics.