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This paper reports findings from a research project investigating text lists in the Senior Victorian English curriculum between 2010 and 2019. Policy documents emphasise the need for the English curriculum to foster values of inclusivity and diversity of culture and for texts that reflect these values in constructive and affirmative senses. In order to test the extent to which text lists associated with subject English address these ambitions, a content analysis of three hundred and sixty texts was conducted, guided by the question: to what extent do the VCE English text lists between 2010 and 2019 meet policy objectives? Focusing on findings related to text type, story setting, sex/sexuality and Indigenous themes, we found that while some goals of policy documents were met, the lists show significant shortfalls in meeting objectives for Asia-literacy, literature by Indigenous Australians and diversity in text type, especially in the marked lack of digital and non-traditional texts. [ABSTRACT FROM AUTHOR]

The Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study are two highly respected studies of school pupils' academic achievement. English policy-makers have been disappointed with school children's performance on these tests, particularly in comparison to the strong results of young people from East Asia. In this paper, we provide new insight into the England-East Asia gap in school children's mathematics skills. We do so by considering how cross-national differences in math test scores change between ages 10 and 16. Our results suggest that, although average math test scores are higher in East Asian countries, this achievement gap does not increase between ages 10 and 16. We thus conclude that reforming the secondary school system may not be the most effective way for England to 'catch up' with the East Asian nations in the PISA math rankings. Rather, earlier intervention, during pre-school and primary school, may be needed instead. [ABSTRACT FROM AUTHOR]