The aim of this paper is to cast light over how local actors, i.e. educators, interpret values promoted in the Swedish national curricula within local work plans. The study is conducted in the city of Malmö, Sweden, where many schools have organized their work with the value-system as a non-mandatory subject, often called Life Competence Education. The intention of Life Competence Education has been to mobilize schools to work with shared values. Due to the lack of national guidelines, however, the interpretations of the value-system depend on educators at the local level. As a consequence this subject embraces many different ways of working. Ironically, the effort to mobilize the work with shared values has a scattering effect (Löf, 2011). Now, Swedish schools are in the process of implementing the new national curriculum. Old work plans are revised and educators are re-organizing their work with the value-system. This case study describes the revising process in a state school, analyzing which values are established within the new curricular framework. The theoretical framework is a combination of critical discourse analysis (Fairclough, 2010) and childhood sociology (Corsaro, 2005), which offers a deeper understanding of what kind of childhood is constructed.