ABSTRACT
This chapter argues that diversity is fundamentally important in developing children's understanding of the past in any context. It focuses on the debate in England, with increased globalisation diversity has become a feature of all societies, and presents schools the 'opportunity to educate students in an environment that reflects the reality of the nation and the world. The National Curriculum History introduced for English schools in 2014 referenced 'diversity of societies and relationships between different groups' as a purpose for studying history, the only explicit reference to diversity. Since the early 1980s a case has been made that National Curriculum History should respond to social change that includes the experiences of disadvantaged groups. A major issue confronting teachers is how to develop students' 'big picture' or framework of the past. The chapter recommends some of the principles should apply to planning to develop diversity in the history curriculum.
