In many countries, the focus of school curriculum shifts back and forth between traditional subjects (such as mathematics and history) and the development of skills (such as problem solving). Rosamund Sutherland argues here that skills-focused curriculum—often seen as preparing students to work in our digital age—can actually exacerbate existing social inequalities. Arguing from a social justice perspective, she contends that schools should prioritize instruction in traditional subjects, which can provide disadvantaged students with formal knowledge they are not likely to learn outside school. Sutherland’s theoretical and practical insights point toward changes in policy and practice that could help improve student’s lives.