Subject-specific didactics, when they are curriculum-based at applied didactics level, explore, depending on the peculiarities of each subject and stage of education, the basic goals and content of teaching, as well as the teaching-learning-assessing methodology. The developments registered in the modern and contemporary (postmodern) era confirm the connection between the applied didactics model and the science didactics model, which explores particularly the concept of didactic transposition/translation of scholarly knowledge based on curriculum-based teaching goals. Both models offer ample openings towards digital pedagogy, which develops a new type of learning (e-learning, supported by didactic methods based on mixed, mobile, contextual and other such types of learning), coordinated with various learning theories, which explore IT and are constructed as explanatory models. It is against this background, in an educational research framework, that we advance a curricular model of subject-specific didactics, open towards digital pedagogy resources, built at the interdependence level between the main components of the curricular project (general aim, operational goals, basic content, didactic methods, assessment strategies, and teaching-learning-assessing activities) and the means of didactic translation offered by digital pedagogy, which are significant at information processing level (networks, data bases), and the means of development for new methods and strategies of combined instruction, explored in digital textbooks etc.