While all comparisons are difficult, a consideration of the English national curriculum may offer some insights about the Australian version. In this paper, I suggest that there are some important similarities between the two approaches. I query the stated purposes of the Australian national curriculum and its adoption of a notion of equity which equates to the distribution of learning outputs. I argue that this distributive approach fundamental to the English national curriculum, has been used as part of a quality management policy approach which demonises some schools and teachers deemed to be "failing". I suggest that the moves of Minister Gillard to endorse forms of league tables and testing indicate that a national curriculum in Australia might, as is the case in England, be a vehicle for other less attractive policy agendas. (Contains 3 notes.)