The integrated status of Social Studies in the Norwegian "Curriculum for Knowledge Promotion in Primary and Secondary Education and Training 2020" reflects an international educational trend pertaining to a movement from knowledge and traditional disciplinary thinking to generic skills, competence and boundary crossing. This article addresses the changed organisation of geography as a subject within Social Studies in the national curriculum framework. Through a thematic analysis of how geographical knowledge is classified and represented in the curriculum, this article discusses opportunities and limitations in the curriculum when it comes to developing students' powerful geographical knowledge. The analysis shows that geographical knowledge is organised in an attempt to reduce content boundaries. Found across the curriculum, geographical knowledge includes geographical scale, geographic conditions and human-nature interconnections. However, geographical knowledge is represented through an understanding of space as absolute and fixed rather than relational and dynamic, as well as through a technical and mainly individual understanding of scale. We conclude that boundary crossing related to sustainability and citizenship as interdisciplinary topics opens opportunities for powerful geographical knowledge, although this potential is limited by the weak classification of geography in the curriculum for Social Studies.