In 2004 a broad Educational Reform of the Greek-Cypriot public education was launched, culminating in the development of new curriculum texts for all sectors and subject-areas published in 2010 and evaluated in 2014. Drawing upon curriculum theory and history as well as sociological approaches to curricula, this study explores how distinct subject-areas were present in this process of the development and evaluation of official curricula and argues that disciplinary boundaries between subject-areas were a key rationality of “structuring” and “administering/managing” curriculum change. More particularly, using the Bernsteinian concept of (strong and weak) “classification” in the official and pedagogical recontextualisation fields, the argument is formed drawing upon four cases-contexts explored as interconnected: the first is the official primary education curricular texts and timetables that were published in 2010; the second is the process of the development of these official texts by subject-area committees with members of expertise in content, education, didactics or a combination of the above, including academics, teachers and MoEC technocrats; the third is the professional development process through which the MoEC reached teachers and pursued the implementation of these new curricula between 2010-2013; finally, the fourth case-context looks at the evaluation of these curricula by a central committee and anonymous reviewers in 2013-2014 as well as the responses of the first subject-area committees to this evaluation when it was published in 2014.  

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