LUMEN graphic

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 feedback form

This short (2-3-minute) video describes the features of the LUMEN Curriculum.

This longer (15-minute) video describes the features of the LUMEN Curriculum in more detail.

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. The full article can be read in The Conversation.

Also read a Centre for Mathematical Cognition blogpost about the LUMEN Curriculum

Journal articles relating to the development of the LUMEN Curriculum:

Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum. Journal of Curriculum Studies53(5), 621–641.

Foster, C. (2022). Using coherent representations of number in the school mathematics curriculumFor the Learning of Mathematics42(3), 21–27.

Foster, C., Barichello, L., Bustang, B., Najjuma, R., & Saralar-Aras, İ (2022). Decolonizing educational design for school mathematicsFor the Learning of Mathematics42(2), 9–14.

Foster, C., Burkhardt, H., & Schoenfeld, A. (2022). Crisis-ready educational design: The case of mathematics. The Curriculum Journal33(4), 519–535.

Foster, C. (2023). Problem solving in the mathematics curriculum: From domain-general strategies to domain-specific tactics. The Curriculum Journal34(4), 594–612.

Foster, C., Woollacott, B., Francome, T., Shore, C., Peters, C., & Morley, H. (2024). Challenges in applying principles from cognitive science to the design of a school mathematics curriculum. The Curriculum Journal. Advance online publication.

Other articles relating to the development of the LUMEN Curriculum:

Foster, C. (2023). Less is more: Improving by removing. Mathematical Gazette107(570), 386–398.

Foster, C. (2023). Improving educational design by comparing alternativesMathematics Teaching289, 14–18.

Shore, C., Francome, T., & Foster, C. (2023). The sheer delight of shearingMathematics in School52(4), 32–34.

Foster, C. (2023). Less is more: Improving by removingMathematics Teaching287, 7–14.

Foster, C., Francome, T., Hewitt, D., & Shore, C. (2022). What is a fraction? Mathematics in School51(5), 25–27.

Foster, C. (2022). Are words sometimes better than formulae? Mathematics in School51(5),12–14.

Foster, C. (2022). Connecting things up coherentlyMathematics in School51(5), 8–11.

Foster, C., & Francome, T. (2022). Diagrams not drawn accuratelyMathematics in School51(4), 20–22.

Foster, C. (2022). Crossing outMathematics in School51(4), 6–7.

Francome, T., & Foster, C. (2022). Plenary - or just ponder? Mathematics Teaching281, 19–21.

Foster, C. (2022). Choosing the best proofsMathematics in School51(3), 2–7.

Foster, C. (2022). Methods that are just mental clutterMathematics in School51(2), 20–22.

Foster, C. (2022). Getting multiplication the right way roundMathematics in School51(2), 16–17.

Foster, C. (2022). Giving everything a twistMathematics in School51(1), 24–25.

Foster, C. (2021). Questions pupils ask: What are 'like terms'? Mathematics in School50(4), 20–21.

Foster, C. (2021). Problem solving and prior knowledgeMathematics in School50(4), 6–8.

Foster, C. (2021). On hating formula trianglesMathematics in School50(1), 31–32.