So far, in the Netherlands there has been no compulsory education in digital literacy or informatics in primary or secondary education. In 2022, the Dutch Ministry of Education, Culture and Science tasked the Netherlands Institute for Curriculum Development (SLO) to develop the curriculum (i.e., the core objectives) for digital literacy for primary and lower secondary education. SLO formed a team including elementary and lower secondary education teachers, education specialists and teacher educators, and SLO curriculum specialists. Over a course of fifteen months, this team organized several meetings. They reviewed Dutch and international curricula and frameworks on digital literacy, informatics, etc., and consulted more than twenty experts. Following the standardized curriculum development procedure, the team formulated their vision on digital literacy in the context of Dutch situation yielding a document called characteristic, and then the core objectives constituting the curriculum were formulated. During this iterative development process, the team consulted the internal SLO monitoring team and the external advisory board consisting of representatives of stakeholder organizations involved or invested in digital literacy education. In March 2024, the digital literacy curriculum was finalized. It consists of nine core objectives grouped in three domains: (A) Practical knowledge and skills, (B) Designing and making, and (C) Interaction between digital, technology, digital, media, people and the society. This paper describes the curriculum development process and presents the resulting core objectives. The question leading this paper is: which aspects of the curriculum development process were beneficial for carrying out the necessary steps leading to the results?