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This paper is the middle paper of series of three prepared for the Knowledge Advisory Group Workshop in June 1992. It looks at the issues surrounding the presentation of knowledge in standards, namely: What does the statement 'performance criteria are performance based' actually mean? What is the role of range statements in presenting knowledge and how does this relate to their general purpose in standards? What is 'essential knowledge and understanding' for competence?. The aim of the paper is to summarise briefly the state of the art in presenting knowledge in standards and raise issues which need further exploration before national guidance on the presentation of knowledge can be issued. It falls into two main parts: the first laying out the general context within which issues of knowledge presentation are being disucssed, and the second addressing directly the three issues identified above. In doing so it makes two basic assumptions: that, knowledge is a necessary component of standards and their assessment; the term 'knowledge' can be used to represent a coherent concept and is understood in a consistent way by those developing and using standards.