In this article, Theo Woods shares the experience of one history department as they embarked on a substantial process of curriculum review and development. The department sought to address concerns that the range of history taught in their school, across the full seven years of students' secondary experience, was too 'traditional, White and Eurocentric'. Woods outlines the range of arguments that prompted her team to take action and the principles that they developed to underpin the construction of a geographically broad, culturally diverse and academically challenging curriculum. She also explains how they tackled the various challenges that they encountered, not least the development of their own subject knowledge. While the article includes an outline of their current curriculum structure, its essential value lies in the insights that it offers into collaborative processes of curriculum renewal and the range of resources that can support such an approach.