Curriculum

In collaboration with schools in the LUMEN network, we have developed a completely free, research-informed, full set of mathematics curriculum resources for Key Stage 3 (ages 11-14).

If you have used any part of the LUMEN curriculum, please give us feedback on the .

Dr Colin Foster, Director of LUMEN, has written an article for The Conversation discussing how principles from cognitive science have been used in the design of the LUMEN curriculum. .

Also read a about the LUMEN curriculum.

Journal articles relating to the development of the LUMEN Curriculum

  • Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). . Journal of Curriculum Studies, 53(5), 621–641.
  • Foster, C. (2022). . For the Learning of Mathematics, 42(3), 21–27.
  • Foster, C., Barichello, L., Bustang, B., Najjuma, R., & Saralar-Aras, 陌 (2022). . For the Learning of Mathematics, 42(2), 9–14.
  • Foster, C., Burkhardt, H., & Schoenfeld, A. (2022). . The Curriculum Journal, 33(4), 519–535.
  • Foster, C. (2023). . The Curriculum Journal, 34(4), 594–612.
  • Foster, C., Woollacott, B., Francome, T., Shore, C., Peters, C., & Morley, H. (2024). . The Curriculum Journal, 35(1), 489–513.

Other articles relating to the development of the LUMEN Curriculum

  • Shore, C., Foster, C., & Francome, T. (2026). Empty number lines for solving linear equations. Mathematics in School, 55(1), 10–17.

  • Moeller, K., O’Brien, D., & Foster, C. (2025). Which way should your number line go? Primary Mathematics, 29(3), 23–25.

  • Francome, T. (2025). For the classroom: fractions. Mathematics Teaching, 297, 25-28.
  • Francome, T. (2025). The triangle: Half a rectangle or half a parallelogram? Mathematics in School, 54(4), 2-4.
  • Francome, T. (2024). . Mathematics Teaching, 293, 41–46.
  • Foster, C., Francome, T., & Shore, C. (2024). . Mathematics in School, 53(3), 8–11.
  • Francome, T. (2024). . Teach Secondary, 13(4), 64–65.
  • Foster, C. (2023). . Mathematical Gazette, 107(570), 386–398.
  • Foster, C. (2023). . Mathematics Teaching, 289, 14–18.
  • Shore, C., Francome, T., & Foster, C. (2023). . Mathematics in School, 52(4), 32–34.
  • Foster, C. (2023). . Mathematics Teaching, 287, 7–14.
  • Foster, C., Francome, T., Hewitt, D., & Shore, C. (2022). Mathematics in School, 51(5), 25–27.
  • Foster, C. (2022). Mathematics in School, 51(5),12–14.
  • Foster, C. (2022). . Mathematics in School, 51(5), 8–11.
  • Foster, C., & Francome, T. (2022). . Mathematics in School, 51(4), 20–22.
  • Foster, C. (2022). . Mathematics in School, 51(4), 6–7.
  • Francome, T., & Foster, C. (2022). Mathematics Teaching, 281, 19–21.
  • Foster, C. (2022). . Mathematics in School, 51(3), 2–7.
  • Foster, C. (2022). . Mathematics in School, 51(2), 20–22.
  • Foster, C. (2022). . Mathematics in School, 51(2), 16–17.
  • Foster, C. (2022). . Mathematics in School, 51(1), 24–25.
  • Foster, C. (2021). Questions pupils ask: What are 'like terms'? Mathematics in School, 50(4), 20–21.
  • Foster, C. (2021). . Mathematics in School, 50(4), 6–8.
  • Foster, C. (2021). . Mathematics in School, 50(1), 31–32.

Funding