This paper examines the introduction and demise of the innovative New Basics curriculum reform in Queensland, 2000-2004 in the context of the emerging national curriculum and high stakes national testing of literacy and numeracy at Year Levels 3, 5, 7 and 9. The paper combines sociology of curriculum with a policy sociology perspective in the context of globalization. It draws on extensive relevant document analysis and also on interviews with senior policy makers. The research raises issues to do with the politics of curriculum reform and the role of high stakes testing, linked to national agendas in schooling and globalized education policy discourses. This genealogy of curriculum reform in Queensland demonstrates how globalization as a context and rationale for schooling reform has been rearticulated through the political as opposed to educational arguments in the move from the moment of the New Basics in Queensland government schooling to that of the national curriculum and improving test scores. While the focus is on Queensland, Australia, implications are drawn for the broader sociology of curriculum.