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While the diffusion of so-called competence-based reforms raises the question of curriculum standardisation on a global scale, little is known about how these common trends are recontextualised in national educational contexts. This article seeks to track curricular changes in France and Quebec over the period 2000-2015, based on an analysis of the texts that constitute the formal curriculum. In the light of the sociology of the curriculum, the comparison –both diachronic and synchronic– enables us to complexify the vision of unifying global trends, highlight contrasting national recontextualisations, and question the reasons for the differences observed.