In the knowledge society there are two disruptions to conventional thinking about curriculum. First, the concept of curriculum as a fixed body of knowledge that has been warranted by the traditional institutions, commercial and professional bodies is challenged. These agencies exercise influence on what is worth knowing and how it should be packaged. Second, the performance of students in educational institutions is becoming less and less a private matter. Educational institutions are being evaluated in terms of the extent to which they enhance students’ educational capital after commencement with the institution. This unit examines the contemporary ways in which knowledge is packaged and provides skills for determining whether institutions have delivered the learning that they are expected to have delivered according to their charter.