Year 9 Mathematics
Brief summary of the syllabus:
Year 9 represents the beginning of foundation-building in preparation for the appropriate level of GCSE course. A strong emphasis is currently placed on what might be termed the "basic skills" of Mathematics.
What skills/attributes are being developed and examined?
Importance is placed on the ability to recall basic facts and ideas so that these may be applied immediately to less familiar situations. However, alongside this there remains the underlying theme of fostering an enquiring and investigative approach to Mathematics and the use of ICT in extending investigational work is further developed. The ability to perform mental calculation and recall is also further enhanced. The concept of mathematical proofs is further developed.
What can parents expect to see in class work and homework specifically?
Parents may expect to see a wide range of tasks, from quite `traditional' practice in basic skills, often in the form of short question-and-answer, through to extended pieces of work forming an investigation into a particular problem or area of study. Parents should note that emphasis is placed on method of solution and approach as well as accuracy of solutions. At all levels of ability the work set will be of such a standard that a high success rate is expected.
What can parents do to help in this subject at this stage?
Parents can play an important role by:
- Helping with the practising of basic skills by oral questioning on arithmetic, simple formulae etc
- Encouraging perseverance with problems where thoughtful investigation is required
- Discussing Mathematics with children, as the ability to explain orally what one is doing is a strong indication of understanding
- Ensuring that children have all the necessary mathematical equipment
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Setting and course schedule:
For Year 9, the two half-year groups are combined to form seven sets across the whole year. They will continue with Essential Mathematics book nine. All pupils will be prepared for tier 6 - 8 of the Key Stage 3 SATs.
Set changes will be made wherever possible, and setting will be reviewed after each half-term test.
In the Spring Term, all sets will undertake some specific preparation for the Key Stage 3 SATs, using past papers for practice. Shortly before the SATs, all boys will have a mock Key Stage 3 examination (two papers - one calculator and one non-calculator ) under examination conditions, including the mental arithmetic component.
During the School examination period in June, all boys will sit a paper based on Intermediate-tier GCSE.
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Test:
The following is a rough guide to the tests in Year 9.
| DATE |
TEST/EVENT |
| OCTOBER |
Parts two and three of book nine |
| DECEMBER |
Parts one to four of book nine |
| MARCH |
Key Stage 3 MOCK |
| MAY |
SATs |
| JUNE |
End-of-year examination |
Please note that if a boy misses a test due to holiday, he will not be given the opportunity to resit the test. If absence is due to other reasons the test will be taken in an after-school session on a date determined by the department.
Setting for Year 10 is broadly based on the average mark of the half-term tests, Key Stage 3 Mock examination as well as the end-of-year School examination. Key Stage 3 SATs results will NOT affect setting.
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Revision:
In order to revise effectively for tests in Mathematics, it is important to ensure that each new piece of work studied is recorded, but even more important to practise examples which will indicate whether or not the techniques and their applications have been grasped. Teachers will provide full notes to accompany each new topic, and there is a wealth of exercises in each chapter for practice.
To prepare specifically for each test, boys should:
- practise questions from the relevant sections of the textbook
- look back over worked examples for guidance
- commit to memory standard formulae and methods
Good performance in Mathematics tests clearly relies on using techniques efficiently to produce correct solutions. However, chances of success are always enhanced by:
- having a complete and accurate set of class notes and worked examples
- laying work out neatly and logically
- having the necessary equipment eg calculator, protractor, ruler and compasses
- drawing neat and clearly labelled diagrams
- showing working
- pacing to avoid rushing
- careful checking
- efficient and correct usage of calculator
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Pupil Target-setting:
After each test, a lesson will be put aside for the teacher to go through the test, highlighting the topics tested. At the end of this feedback session, each pupil should have a list of topics that require attention, and an action plan formulated, which concentrate upon improving these weaker areas.
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Upper-band grade descriptor:
A very strong performance in the Mental Arithmetic component is needed to secure a level 8. Other topics examined at this level include indices and standard form numbers, manipulation of algebraic formulae, multiplication of linear expressions, solving inequalities involving two variables, use of congruence and similarity, trigonometry and cumulative frequency curves.
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