This paper focuses on history in the New Zealand curriculum in light of its seemingly confused curriculum identity despite revision processes of the New Zealand Curriculum (NZC; New Zealand Ministry of Education, 2007). Some thinking about curriculum as a socially constructed political process that teachers can actively engage with sets the scene for unpacking ways the NZC policy conceptualises history. The notion of discourse is introduced, and competing discourses in the national curriculum are identified in relation to ways they play out in history pedagogy. The NZC key competencies are reflected as a policy space for rethinking history's curriculum purpose and pedagogy.