One central content in the revised policy document of Swedish school-age educare is Games, physical activities, and outdoor excursions. The overall aim of the project is to understand and develop teaching with a focus on subject-specific knowledge in terms of selection and transformation of the central content Games, physical activities, and outdoor excursions.

The theoretical framework of the project is the concept of powerful knowledge (Young & Mueller, 2013), focusing on both content selection and transformation, concerned with how specific disciplinary knowledge can be made possible for pupils to acquire.

The collaborative project between the four teachers and the three researchers was based on a model of Action Learning described by Zuber-Skeritt (2002) as a way for practitioners to develop knowledge by acting, reflecting on practice, collaborating and learning from actual workplace issues.

A professional dilemmatic space is identified related to the difference from the compulsory education, and how selection and transformation of knowledge content is conditioned by certain aspects of governance, voluntariness and free time.

Despite the challenges of school-age educare our results also reveal possibilities, which offer unique conditions, and provide potential for pupils’ identity and knowledge development. This constitute important conditions also to develop education in compulsory school related to the ambition to empower pupils as the concept of powerful knowledge implies.