The purpose of this article is to contribute to a critical approach to analysing the new curricula and to outline student-centric approaches through an examination of legislation on educational policy applied by the Greek government in the last five years. After twenty years from the last curricula (2003), the new curricula were published in a period when the government was introducing new legislation and promoting assessment in education. The curricula for primary education, according to the authors, focus on a student-centric approach but this is not confirmed in the content and objectives, as the analysis of the curricula in this article shows. The critical analysis in this article is conducted from the perspective of critical pedagogy and contributes to the highlights on the control mechanism and the neoconservative politics on education as a control mechanism.