This MA dissertation examines the social assumptions of the Greek Language teaching in the 6th grade of Primary school, as they are formulated in the curriculum and the teacher’s book. Specifically, the social assumptions are researched based on both the content of school knowledge and the type of pedagogic relation, which the above institutional texts highlight. The basic aim of this work is the recognition of the extent to which the development of literacy skills is approachable to all students, regardless of social class. The theoretical tools, being employed, are the terms of classification and framing, as appearing in B. Bernstein’s work. The method being followed is qualitative content analysis, which was carried out based on the categorization of the material in two broad categories (school knowledge and pedagogic relation). According to research data, the strength of classification and framing displays a mixed picture. School Knowledge is featured in quite strong classifications, with the exception both of the linguistic error vision as well as the introduction of cross-thematic integration. Nevertheless, they raise questions about whether this cross-thematic integration could appear as liberating for children belonging to underprivileged social classes. The type of pedagogic relation highlighted is specific to a student-centered approach of the educational process, since it recommends that educators along with students are equivalent participants, and places an active role to the student, during the (self) assessment process. Consequently, the strength of framing is weaker compared with that of classification.