Building on and going beyond Young and Muller's theory of powerful knowledge, this article seeks to articulate a model of a future-oriented, knowledge-rich curriculum by invoking David Lambert's "capabilities" approach and "Bildung"-centred "Didaktik." The curriculum is "knowledge rich" in three respects. First, it is informed by a vision of education centrally concerned with the cultivation of human powers (understanding, capabilities, dispositions) predicated on the contribution of knowledge. Second, the construction of a school subject--in the form of curriculum frameworks, syllabuses, and guidelines--entails selecting and organizing content in terms of educational potential and its realization in classrooms. Third, classroom teaching entails unlocking the educational potential of the content of a school subject for developing human powers. The curriculum is "future-oriented" in the sense that it aims at the formation of autonomous and responsible individuals who can thrive and flourish in the present and future world.