This paper examines commonalities in goals driving recent curriculum reform, and commonalities in the emphases of recently revised curricula policies. We examine policies of English-speaking countries with curricula that came into effect between 2004 and 2012 in Scotland, Northern Ireland, Wales, and New Zealand. We also draw on examples from countries that have more recently begun national curriculum policy reforms—England, Australia and the United States. Four common goals underpinning curriculum reform are identified –the goal for curricula to have a stronger role in influencing and improving teachers’ practice, to serve equity goals, to be relevant to twenty-first century learners facing uncertain futures and finally, for national curricula to be increasingly coherent. Five common emphases of those curricula are also identified—emphasis on the kinds of learning relevant for twenty-first century learners, on values in teaching and learning, recognition that students have both the capability and the right to be deeply involved in decisions relating to their education; more explicit advocacy of particular pedagogies and emphasis on partnerships with parents. We conclude by challenging assumptions about the extent to which those emphases might support the achievement of reform goals.