A subject in school is a construction and way to organize knowledge in the curriculum (Örbring 2021). The curriculum can, in turn, be viewed at different levels (Doyle 1992) or in different arenas (Wahlström 2014). At the programmatic level, school subjects are constructed in writing through various actors and decisions. In this process, the actors make choices and evaluate the knowledge that each subject must contain. Science Studies (“naturkunskap”) is a subject in the Swedish upper secondary school which is a complex construction that draws content from several different academic disciplines. The purpose of this study is to investigate how science studies were constructed on a programmatic level in the 2011 curriculum, and what values ​​of knowledge were made by different actors (or stakeholders) in this process. The theoretical starting point is curriculum theory in terms of levels (Doyle 1992), arenas (Wahlström 2014) and pedagogical device (1990) and vertical and horizontal knowledge (Bernstein 1990; 1999). Also relevant are theories regarding knowledge in school subjects, such as those by Deng and Luke (2008) and Carlgren (2020). Furthermore, Klafki’s Didaktik analytical questions will be applied (e.g. Sjöström & Eilks 2020). The method is qualitative and draws inspiration from an earlier study of geography education (Örbring 2020). This study consists of analyses of documents from the process of making the steering documents for the curriculum, such as minutes, drafts, comments, meeting notes and working materials. A content analysis will be made of these documents, found in the archives of the National Agency for Education. Expected findings are about describing how the Science Studies subject was constructed, what knowledge is included, as well as whether there were/are different values, traditions and conflicts in the subject. Our hypothesis and preliminary analysis – based on reading of the syllabus as well as own experience – is that in Science Studies there is a subject identity tension between being a natural science subject (based on biology, chemistry, physics and earth science) and a societal- and environmental-oriented social science subject (based on themes such as sustainable development, energy and health issues). Related to this tension is the question of what role the Science Studies subject has in the Swedish education system. Science Studies can be seen as a continuation of the science subjects in compulsory school, or alternatively, a value-oriented interdisciplinary subject. In the presentation we will especially focus on the implications of the curriculum and Didaktik analysis for teachers and teaching.