KS2 & 3 Booster Course: Year 9 Maths

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Year 9 Maths

Worried your child’s education has fallen behind?
Our top tutors can close that gap
Enrol your child on our LIVE, interactive online teaching programme, with flexible hours
This course will also run during half term, you can choose your start date: 19th October or 26th October
£375 per week ENROL NOW and we will take care of the rest!

Course Leader – Peter English:

Peter English is a Cambridge University graduate with a Masters in Education from Loughborough University. He has over 30 years experience in teaching mathematics and physics at several schools as well as becoming Head of Department at Brighton College for many years.

About Myddelton College: 
Myddelton College, one of the fastest growing independent schools in the UK has teamed up with leading educational specialists to ensure that your child is fully equipped to enter into the next phase of their studies.
Myddelton College is a co-educational independent boarding school located in Denbigh, North Wales. At Myddelton, there is a focus on 21st Century Learning, as well as engaging specialist programmes such as our ‘Learning Through the Outdoors’ programme, which encourages our students to learn and apply knowledge beyond the classroom.

Our Approach:
All children progress at different speeds and meet different hurdles in their learning, they need bespoke learning plans and individual support. Our programme meets these requirements by offering small class sizes of up to 20 students. We provide immediate feedback to enable students to progress at their own speed. By using a combination of video link and interactive software, the teacher will provide live tuition. All exercises are marked automatically and results are recorded.
The programme consists of 6 hours per day for five days, covering the whole syllabus. Pupils will be assessed at the start of the programme to determine their base line performance and progress will be monitored continuously. Practice is the key to success, the greater the variety of examples the child has encountered and mastered, the less likely they are to meet unfamiliar situations.

Summary of Topics for Year 9:

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

The course will incorporate work covering Number and Algebra.

Ratio, proportion and rates of change:

  • change freely between related standard units [for example time, length, area, volume/capacity, mass]
  • use scale factors, scale diagrams and maps
  • express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1
  • use ratio notation, including reduction to simplest form
  • divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio
  • understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction
  • relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions
  • solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics
  • solve problems involving direct and inverse proportion, including graphical and algebraic representations
  • use compound units such as speed, unit pricing and density to solve problems.

Geometry and measures:

  • derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders)
  • calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes
  • draw and measure line segments and angles in geometric figures, including interpreting scale drawings
  • derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line
  • describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric
  • use the standard conventions for labelling the sides and angles of triangle ABC, and know and use the criteria for congruence of triangles
  • derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies
  • identify properties of, and describe the results of, translations, rotations and reflections applied to given figures
  • identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids
  • apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles
  • understand and use the relationship between parallel lines and alternate and corresponding angles
  • derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons
  • apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs
  • use Pythagoras’ Theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles
  • use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D
  • interpret mathematical relationships both algebraically and geometrically.


  • record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale
  • understand that the probabilities of all possible outcomes sum to 1
  • enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams
  • generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.


Pupils will be taught to:

  • describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)
  • construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data