Learning outcomes for

Grade 9
Mathematics learning outcomes: Grade 9
Learning outcomes written in blue are more challenging. It may be useful with some learners to consolidate learning outcomes from previous grades in advance of teaching
the outcomes in blue.
Number
1 Numbers and the number system
Mathematical Topic
Number sets and set notation
Integers, power and roots, rational and
irrational numbers
Revision of Grades 7 and 8 learning outcomes
 Recognise irrational numbers (e.g. , 2 ) and
distinguish between these and rational numbers
 Order, add, subtract, multiply and divide integers
 Recognise multiples, factors and primes, making use of
simple tests of divisibility
 Know and use the terms squared, cubed, power, root,
square root, cube root; calculate squares and cubes of
whole numbers to 20 and find the corresponding square
2 3 3
and cube roots; use the notation 4 , 4 , √16 and √64
 Understand positive, negative and zero indices and
calculate the value of a number raised to a positive
integer power
Page 2 of 55
Specific Learning outcomes for Grade 9
 Distinguish between rational and irrational numbers; know that the set of real
numbers is the union of the sets of rational and irrational numbers; understand
(but not reproduce) a proof by contradiction that 2 is irrational
 Know some of the history of the development of the number system
 Deduce relevant properties of operations on rational numbers (e.g. closure,
identity elements, commutative and distributive properties)
 Use Venn diagrams to describe sets and represent relationships between them
 Understand that A  B is the union of two sets A and B , A  B is the
intersection of two sets A and B, and that A  B means that A is a subset of B;
represent these sets in Venn diagrams
 Identify and use highest common factor, lowest common multiple; factorise
numbers into prime factors and express them as a product using indices, e.g.
2 3
500 = 2 × 5
 Consolidate finding the highest common factor (greatest common divisor) of two
numbers using the Euclidean algorithm
 Calculate integer powers of numbers; use the laws of indices to multiply and
divide integer powers of numbers, and to calculate powers of powers
 Recognise and calculate reciprocals, including with a calculator; understand
‘reciprocal’ as a multiplicative inverse and that any number multiplied by its
reciprocal is 1; know that zero has no reciprocal because division by zero is not
defined
Integers, power and roots, rational and  Understand positive, negative and zero indices and
irrational numbers (continued) calculate the value of a number raised to a positive
integer power
 Understand that the reciprocal of a non-zero number n
1
is ⁄n; use the reciprocal key of a calculator
 Read, write, compare and order rational numbers on
number lines
 Understand and use the signs <, >, ≤, ≥, =, ≠
 Multiply and divide whole numbers and decimals by
positive and negative powers of 10
 Round numbers correct to any given power of 10 or a
given number of decimal places
 Round numbers to a given number of significant figures;
use rounding to one significant figure to estimate
answers to calculations
 Find equivalent fractions; simplify fractions by cancelling
 Convert a mixed number into an improper fraction and
vice versa
 Understand the meaning of ‘percentage’ as the number
of parts per hundred
 Understand the equivalence of simple fractions,
decimals and percentages
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 Represent integers and decimals in the standard form A × 10n where n is a
positive or negative integer, and 1 ≤ A < 10; enter and interpret numbers in
standard form in a calculator display; convert between numbers in ordinary and
standard form
 Understand the binary number system and convert between binary and decimal
numbers
 Know and understand the hieroglyphic system of numeration used in Ancient
Egypt (not assessed)
 Know not to round during intermediate steps of a calculation, understanding how
errors can be compounded; round solutions to problems to a suitable degree of
accuracy in the context of a problem
 Give upper and lower bounds for data given to a specified accuracy (e.g.
measured lengths); distinguish between upper and lower bounds for discrete and
continuous data
 Obtain appropriate upper and lower bounds to solutions of problems (e.g. the
calculation of the perimeter or the area of a rectangle), given data to a specified
accuracy
2
 Convert fractions to decimals using division; know that some fractions (e.g. ⁄7)
5
are equivalent to recurring decimals while others (e.g. ⁄8) terminate
 Convert terminating decimals to fractions, e.g. 0.23 = 23
; use algebra to
100
convert a recurring decimal to a fraction
 Order sets of fractions on number lines
 Convert between equivalent fractions, decimals and percentages
 Know how the Ancient Egyptians built up and represented fractions as sums of
unit fractions (not assessed)
Integers, power and roots, rational and  Understand and use ratio notation; simplify ratios and  Consolidate dividing a quantity into parts in a given ratio; compare ratios by
irrational numbers (continued) divide a quantity in a given ratio writing them in the form 1 : n

 Recognise when two quantities are directly proportional

and when they are inversely proportional

2 Mental and written calculations

Mathematical Topic Revision of Grades 7 and 8 learning outcomes Specific Learning outcomes for Grade 9

Mental and written calculations  Calculate mentally, working with integers, decimals,  Use mental methods to add, subtract, multiply and divide rational numbers in
fractions, percentages, factors, powers and roots simple cases, with jottings where appropriate

 Use known facts to derive new facts mentally,

e.g. given 20 × 38 = 760, work out 21 × 38

 Extend mental methods of calculation, working with suitable examples of the

index laws, direct proportion, average speed, areas and volumes, Pythagoras’
theorem, finding the mean of several small numbers, calculating probabilities

 Use efficient written methods to:  Use efficient written methods to add, subtract, multiply and divide rational
numbers, applying the order of operations, including brackets and powers, e.g.
– add, subtract, multiply and divide whole numbers and 2 1
4  (1  3 )
5
3 2 6
decimals
 Understand and use inverse operations to solve calculation problems, e.g. 3.6 ×
– add, subtract, multiply and divide fractions
 = 97.2
– calculate a given percentage of a quantity; express one  Multiply and divide whole numbers using the methods used by scribes in Ancient
quantity as a percentage of another; calculate Egypt
percentage increases or decreases
 Consolidate calculating percentage increases and decreases; calculate reverse
 Divide a quantity into two or more parts in a given ratio percentages, e.g. find the cost price given the selling price and percentage profit

 Use the unitary method to calculate direct proportion  Use a multiplier raised to a power to calculate compound interest

 Use the unitary method to solve problems involving direct proportion or inverse
 Understand and use the order of operations, including
proportion
brackets and powers

 Understand inverse operations; use the laws of

arithmetic and inverse operations to simplify calculations

Page 4 of 55
Using a calculator  Use a calculator efficiently to carry out complex
calculations, using brackets or the memory as
appropriate
 Key in and recognise negative numbers in the display;
use the function keys effectively for , powers, roots and
fractions
 Use an extended range of function keys, including the reciprocal key and
trigonometric functions; enter numbers in standard form and recognise numbers
in standard form in the display; understand that function keys may work in
different ways on different calculators
 Interpret a calculator display in the context of a problem and round answers to a
suitable degree of accuracy in the context of a problem

Using a calculator (continued)  Interpret the display in contexts of money, measures and
time and round results to a suitable degree of accuracy

 Know not to round during intermediate steps of a

calculation; recognise when the display has been
rounded by a calculator

Solving everyday life and
mathematical problems and checking
results
 Decide how to check results, e.g. by:
– estimating calculations by rounding numbers to 1
significant figure and calculating mentally
– considering whether an answer is reasonable in the
context of the problem
– using inverse operations
 Solve everyday life and mathematical problems involving rational numbers using
mental, written or calculator methods as appropriate
 Solve everyday problems involving personal and household finance such as
earnings, tax, simple interest, discount, working out profit and loss as a
percentage
 Check the accuracy of calculations and the reasonableness of the answer in the
context

Page 5 of 55
3 Algebra
Mathematical Topic Revision of Grades 7 and 8 learning outcomes
Expressions, equations and formulae  Construct linear expressions by using letters to
represent numbers
 Simplify linear expressions by collecting like terms
 Substitute positive and negative integers into linear
expressions
 Multiply a single term over a bracket, e.g. a(x ± b)
 Use and interpret positive, negative and zero indices
and the index laws for multiplication and division of
positive integer powers
 Factorise expressions such as ax ± ay by taking out
single-term common factors
 Substitute numbers into simple formulae; derive a simple
formula and, in simple cases, change its subject
 Solve problems by constructing and solving linear
equations with integer coefficients (with and without
brackets, negative signs anywhere in the equation,
positive or negative solution)
Page 6 of 55
Specific Learning outcomes for Grade 9
 Construct algebraic expressions, including brackets, to represent real situations
 Substitute numbers into linear, quadratic and cubic expressions
 Simplify the sum or difference of two polynomials by collecting like terms
 Add, subtract and simplify algebraic fractions

2 2
Expand expressions of the form (x + a) , (x − a) , (x ± a)(x ± b), where a and b
are integers, then simplify by collecting like terms
 Apply the laws of indices to simplify algebraic expressions involving
multiplication and division of integer powers, e.g. a3b × abc, a2b5 ÷ ab2
 Factorise expressions such as
ax + bx + ay + by
by grouping and removing common factors
 Factorise expressions of the form
x 2 – a2
x2 + 2ax + a2
ax2 + bx + c
where a, b and c are all positive integers
 Solve everyday life problems by constructing and using formulae, including
examples with more than one term on the right hand side; substitute numbers in
formulae
 Transform formulae; change the subject, including cases where the subject
occurs twice, or where a power of the subject appears, e.g. A = r
2
 Solve linear equations with integer or fraction coefficients, including those that
require simplification of brackets
2
 Use factorisation to solve equations of the form x + bx + c = 0 (integer
solutions); construct a quadratic equation, given its roots
Expressions, equations and formulae
(continued)
Sequences, functions and graphs
 Understand and use inequality signs (<, >, ≤, ≥)
 Solve problems by constructing and solving linear
inequalities with integer coefficients (with and without
brackets, negative signs anywhere in the equation,
positive or negative solution)
 Solve problems by constructing and solving linear
equations and inequalities with integer coefficients
 Generate terms of a sequence using term-to-term and
position-to-term rules, on paper and using ICT; find the
nth term of linear sequences
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 Solve linear and quadratic equations approximately using:
– graphical methods, on paper and using ICT
– systematic trial and improvement, e.g. x2 + 2x = 20
 Consolidate solution of simultaneous linear equations in two unknowns by
eliminating one unknown; find an approximate solution from the point of
intersection of their graphs, on paper and using ICT; consider cases that have no
solution or an infinite number of solutions
 Solve linear inequalities in one variable, representing the solution set on a
number line
 Solve everyday life and mathematical problems by constructing and solving
linear equations or inequalities in one or two variables, or a quadratic equation,
interpreting solutions in the context of the problem
 Find an expression for the nth term of an arithmetic sequence
 Recognise patterns and relationships between different sequences; deduce
properties of the sequences of triangular and square numbers from spatial
patterns
 Investigate properties of functions and find approximate solutions to equations
using ICT (e.g. a graphics calculator or graph plotter) to:
– produce tables of values
– sketch the graphs of functions
– find maxima or minima
– find zeros (intercepts on the axes)
– find the point of intersection of two straight line graphs
Sequences, functions and graphs
(continued)
 Determine the absolute value of real numbers; use the
 Plot and interpret graphs of simple quadratic functions,
 Draw and interpret graphs arising from real situations,
 Construct tables of values for linear functions, where y is  Construct tables of values, draw and interpret the graphs of linear functions, on
given implicitly in terms of x, rearranging the equation paper and using ICT, rearranging the equation where necessary into the form
into the form y = mx + c; plot the graphs of the functions, y = mx + c
on paper and using ICT
 Know that an equation in the form y = mx + c represents a straight line, that m is
the gradient and c is the value of the y-intercept; find the gradient of a straight
notation |x|; recognise properties of the absolute value line graph
function, e.g. |x| = |−x|; |xy| = |x||y|
 Find the equation of a straight line, given its gradient and the coordinates of a
point on it, or given two points on it
e.g. y = 3x2 + 4
 Sketch the graphs of quadratic functions using knowledge of their properties;
construct tables of values and plot graphs of simple quadratic functions, e.g.
2 2
y = x , y = 2x + 9
 Use ICT to investigate the gradients of parallel lines and of lines perpendicular to
a given straight line; determine the equation of a straight line parallel to a given
line; find the gradient and equation of a straight-line graph that is perpendicular
to a given line
 Draw and interpret the graph of y = |x|
 Understand the concept of a set, a relation and a function
 Determine whether a given relation defines a function, and determine the domain
and the range of a function
 Understand open, closed and semi-open intervals, and evaluate the union and
intersection of intervals
 Generate the graph of the inverse of a linear function and recognise that it is the
reflection of the graph in the line y = x
 Use ICT to explore the effect on graphs of linear and simple quadratic and cubic
functions of addition of a constant, and multiplication of a constant
 Draw, sketch, interpret and use graphs based on real-life situations, e.g. travel
e.g. conversion graphs, distance-time graphs, time- graphs, conversion graphs
series graphs
 Interpret other graphs, including non-linear graphs, e.g. graphs of quantities that
vary with time, such as pulse rates during exercise, graphs of water pouring at a
constant rate into containers of different shapes
Page 8 of 55
4 Geometry and measures
Mathematical Topic
Properties of shapes, geometrical
reasoning and proof
Revision of Grades 7 and 8 learning outcomes
 Use and interpret the geometrical terms: point, line,
parallel, perpendicular, right angle, acute, obtuse and
reflex angles, congruent
 Use and interpret the notation and labelling conventions
for points, lines, angles and shapes
 Know the names of special triangles, polygons with up to
10 sides and common solids
 Know the definition of a circle and the names of its parts
 Know that if two-dimensional shapes are congruent,
their corresponding sides and angles are equal
 Understand and use vertically opposite angles, and
alternate and corresponding angles
 Solve geometrical problems using properties of angles,
of parallel and intersecting lines, and of triangles and
other polygons, justifying inferences and explaining
reasoning with diagrams and text
 Calculate the interior angle or the exterior angle of any
regular polygon
Page 9 of 55
Specific Learning outcomes for Grade 9
 Use and interpret the geometrical terms: bearing, similar
 Know that:
– the longest side of a right-angled triangle is the hypotenuse
– the sum of the two shorter sides of a triangle is greater than the longest side
 Recall definitions of special quadrilaterals: square, rectangle, parallelogram,
trapezium, rhombus and kite; classify quadrilaterals by their geometric
properties
 Sketch the nets of common solids and use these to find surfaces areas
 Know, use and prove that:
– the angle sum of a triangle is 180° and of a quadrilateral is 360°
– the exterior angle of a triangle is equal to the sum of the two interior opposite
angles
 Prove and use a formula for the sum of the interior angles of any polygon; prove
that the sum of the exterior angles of any polygon is 360°
 Use isosceles triangles to prove that the angle in a semicircle is a right angle
(Thales’ theorem)
 Calculate unknown angles in geometric figures, giving reasons, using the
properties of:
– angles on a straight line, at a point, in a triangle or in a quadrilateral
– the angle in a semicircle
– vertically opposite, corresponding and alternate angles
– angles of special triangles, special quadrilaterals and regular polygons
 Understand and use bearings to solve problems involving angles
Properties of shapes, geometrical
reasoning and proof (continued)
Coordinates
Symmetry and transformations
 Understand and use Cartesian coordinates in two
dimensions; plot and write the coordinates of points in all
four quadrants
 Identify all the symmetries of two-dimensional shapes
 Identify reflection symmetry in three-dimensional shapes
 Enlarge two-dimensional shapes, given a centre of
enlargement and a positive integer scale factor; identify
the scale factor of an enlargement as the ratio of the
lengths of any two corresponding line segments
 Transform two-dimensional shapes by combinations of
rotations, reflections and translations
 Tessellate triangles and quadrilaterals and relate to
angle sums and half turn rotations; know which regular
polygons tessellate, and explain why others will not by
referring to angles
Page 10 of 55
 Understand similarity and use the properties of similar triangles to calculate
lengths or angles
 Given a line segment: AB and the coordinates of A and B:
– calculate the coordinates of the midpoint of AB
– determine the projections of the line segment AB on the x- and y-axes
– consolidate use of Pythagoras’ theorem to find the length of AB
– find the point that divides AB in a given ratio using the properties of similar
triangles.
 Recognise rotational and line symmetry (including order of rotational symmetry)
in two dimensions and symmetry properties of triangles, quadrilaterals and
circles
 Understand that reflections are specified by a mirror line; know and use the fact
that the image of a point under reflection is as far behind the mirror line as the
point is in front
 Understand that: rotations are specified by a centre, angle and a direction of turn
(clockwise or anticlockwise); specify the angle of rotation in right angles,
fractions of a turn or degrees
 Understand that translations are specified by giving a distance and direction, or a
vector
 Understand that enlargements are specified by giving a centre and a scale
factor; given a centre, enlarge two-dimensional shapes, using positive and
fractional scale factors; identify the scale factor of an enlargement as the ratio of
the lengths of any two corresponding line segments
 Transform triangles and other two-dimensional shapes by reflection, rotation
about any point and translation, and combinations of them, on paper and using
ICT
 Identify the inverse of a given reflection, rotation or translation
 Identify combinations of regular polygons that tessellate, e.g. squares of two
sizes, an octagon and a square
 Describe reflections, rotations, translations and enlargements using precise
language and notation; describe a translation by using a vector
Symmetry and transformations
(continued)
Vectors and matrices
Constructions and loci
 Recognise that translations, rotations and reflections
preserve length and angle, and map objects on to
congruent images, and that that enlargements preserve
angle but not length
 Draw simple nets of solids, e.g. cuboid, regular
tetrahedron, square-based pyramid, triangular prism
 Make and use simple scale drawings and interpret maps
 Use ruler and protractor to measure and draw :
– straight lines to the nearest millimetre
– acute, obtuse and reflex angles to the nearest degree
 Estimate the size of acute, obtuse and reflex angles to
the nearest 10 degrees
Page 11 of 55
 Understand that translations, rotations and reflections preserve length and angle,
so that the object is congruent to its image under these transformations
 Recognise that enlargements preserve angle but not length; understand the
effect of enlargement on perimeter
 p
 
 Represent vectors using the notation q
; explain using vector notation and
show graphically the effects of combining translations, including:
– the rule for addition of two vectors
– scalar multiplication of a vector (repeated addition)
 Make and interpret scale drawings, and drawings of:
– three-dimensional shapes on isometric paper
– plans and elevations of three-dimensional objects
 Draw and interpret nets of solids and use them to find surface areas
 Use ruler, compasses and protractor to construct triangles, given:
– two sides and the included angle (SAS)
– two angles and the included side (ASA),
– three sides (SSS)
– right angle, hypotenuse, side (RHS)
 Use straight edge and compasses only to:
– construct the midpoint and perpendicular bisector of a line segment and the
bisector of an angle
– construct the perpendicular from a point to a line and the perpendicular from a
point on a line
– inscribe squares, equilateral triangles, regular hexagons and regular octagons
by constructing equal divisions of a circle
Measures and mensuration
Pythagoras’ theorem and trigonometry
 Know abbreviations for and relationships between metric
units of mass, length, area, volume and capacity, and
convert between larger and smaller units
 Choose suitable units to estimate, measure, calculate
and solve problems in a range of contexts
 Read the scales on a range of measuring instruments
 Use the Internet to find out about weights and measures
used in Ancient Egypt
 Know relationships between units of time; calculate
times in terms of the 24-hour and 12-hour clock and
convert between them; read and interpret clocks, dials
and timetables
 Derive and use formulae for the perimeter and area of a
rectangle and the volume and surface area of a cuboid
 Find the perimeter and area of shapes made from
rectangles and triangles
 Know and use formulae for the circumference and area
of a circle; use the  key of a calculator
 Know that the longest side of a right-angled triangle is
called the hypotenuse
 Understand and use bearings to solve simple problems
 Recognise and use the sine, cosine and tangent ratios
for 0°, 30°, 45°, 60° and 90°; use a calculator to
calculate sine, cosine and tangent ratios for other angles
Page 12 of 55
 Use metric units of mass, length, area, volume and capacity in practical
situations; convert between feddans, kirats and sahms; know that 1 feddan ≈
2
4200 m
 Interpret distance charts
 Understand that measurements given to the nearest whole unit may be
inaccurate by up to one half of the unit in either direction; give appropriate upper
and lower bounds for measurements given to a specified accuracy
 Use the Internet to find out about weights and measures used in Egypt before
metrication
 Understand and use common measures of rate
 Calculate and solve problems; using compound measures, such as density or
pressure
 Convert between compound measures, choosing the units most suited to the
solution, e.g. change kilometres per hour to metres per second
 Derive and use formulae for the area of a triangle, parallelogram and trapezium
 Know and use formulae for the volume of a prism and cylinder; calculate lengths,
surface areas and volumes in cuboids, other right prisms and cylinders
 Find the arc length and sector area as fractions of the circumference and area of
a circle, including giving answers in terms of ; solve problems involving
circumferences and areas of circles, lengths of arcs and areas of sectors
 Understand Pythagoras’ theorem and its converse, including special cases such
as an isosceles right-angled triangle and ‘picture proofs’
 Know of Pythagoras’ connections with Ancient Egypt
 Establish the sine, cosine and tangent ratios by:
– generating triangles using a rotating unit radius
(circle with centre the origin)
– identifying the properties of similar triangles formed by enlargements of the
circle
Pythagoras’ theorem and trigonometry  Consolidate application of Pythagoras’ theorem and/or trigonometry to solve 2D
(continued) problems, including:

– finding any side or angle of a right-angled triangle

– problems involving bearings

– problems involving angles of elevation and depression

Page 13 of 55
5 Using and organising data
Mathematical Topic
Planning and collecting data
Processing and presenting data, using
ICT as appropriate
Revision of Grades 7 and 8 learning outcomes
 Given a problem to explore using statistical methods;
identify the sets of data needed and how to collect them
 Know the difference between discrete and continuous
data; collect and tabulate discrete and continuous data,
choosing equal class intervals where appropriate
 Calculate the mean, mode, median and range of small
data sets and select those most appropriate to the
problem
 Calculate the mean from a simple frequency table
 Select and draw on paper and using ICT:
– bar charts
– line graphs for time series
Page 14 of 55
Specific Learning outcomes for Grade 9
 Plan and carry out an investigation of a problem or a survey to test a hypothesis
using statistical methods
 Choose, justify and use random and stratified samples; understand how
different sample sizes may affect the reliability of conclusions
 Design and use a questionnaire avoiding bias, with response boxes that cover
all possible answers
 Understand the differences between qualitative data and quantitative data
 Design and use data collection sheets, frequency tables, tally charts and two-
way tables for discrete and continuous grouped data, using equal class intervals
 Collect data from primary and secondary sources, including printed databases
 Calculate the mean, range and median of a set of continuous data; identify the
modal class for grouped data
 Calculate an estimate of the mean for a large set of grouped data; estimate and
interpret the median, quartiles and interquartile range
 Construct and interpret stem-and-leaf diagrams, including back-to-back stem-
and-leaf diagrams
 Use relevant statistical functions on a calculator
 Construct, on paper and using ICT, and interpret:
– dual and stacked bar charts, pie charts and pictograms
– frequency diagrams for grouped discrete data or histograms for continuous data
with equal class intervals (vertical axis labelled frequency)
– scatter diagrams and lines of best fit by eye, calculating and using the mean
point
 Find the equation of the line of linear regression by using ICT (e.g. a graphics
calculator or graph plotter)
Interpreting and discussing results
Probability
 Examine the results of a statistical enquiry, relating
findings to the original question
 Communicate interpretations and results using selected
tables, graphs and diagrams
 Use the language of probability to interpret results
involving uncertainty and prediction
 Understand and use the probability scale from 0 to 1;
calculate the probability of a single event as a fraction or
decimal; list all outcomes of single events
 Understand relative frequency as an estimate of
probability and use this to compare outcomes of simple
experiments, including experiments simulated by using
ICT
Page 15 of 55
 Draw inferences from tables and statistical diagrams; identify key features in the
data
 Compare distributions using shapes of distributions and measures of average
and range, including the use of back-to-back stem and leaf diagrams
 Draw a conclusion about the relationship between two quantities from a scatter
diagram; understand what is meant by positive, negative and zero correlation,
and strong and weak correlation; use lines of best fit to predict ‘missing’ values
 Recognise simple ways in which data analysis and statistics are used in
everyday life situations
 Understand the difference between independent and mutually exclusive events
 Know and use the facts that:
– the sum of probabilities of all mutually exclusive outcomes is 1
– if the probability of an event occurring is p, then the probability of it not occurring
is 1 – p
– if A and B are mutually exclusive, then the probability of A or B occurring is
P(A) + P(B)
– if A and B are independent, the probability of A and B occurring is P(A) × P(B)
 Find and record all outcomes for two successive events in a sample space
diagram
 Use relative frequency as an estimate of probability and estimate probabilities
from data in two-way tables
 Compare estimated experimental probabilities with theoretical probabilities,
including simulation using ICT to generate larger samples, recognising that:
– when experiments are repeated different outcomes may result
– increasing the number of times an experiment is repeated generally leads to
better estimates of probability
6 Problem solving
Throughout Grade 9, students should develop problem-solving strategies through meeting more complex, less familiar problems, and by exercising a greater degree of
independence in their approaches. They should:

Mathematical Topic Revision of Grades 7 and 8 learning outcomes Specific Learning outcomes for Grade 9

Using strategies  Identify, organise, represent and interpret information  Identify, organise, represent and interpret information accurately in written,
accurately in written, tabular, graphical and tabular, graphical and diagrammatic forms; convert between equivalent
diagrammatic forms numerical forms

 Explore the effect of varying values in order to  Recognise patterns in a variety of situations, and form generalisations
generalise

 Present concise, reasoned arguments to justify solutions  Make logical deductions from given mathematical data
or generalisations using symbols, diagrams or graphs
and related explanations

 Recognise the impact of a constraint or assumption  Consider the assumptions in a model and recognise limitations in the accuracy
of results and conclusions

 Relate the current problem and structure to previous  Respond to a problem relating to a relatively unstructured situation by
situations translating it into an appropriately structured form

 Consider and evaluate the efficiency of alternative  Review and refine strategies and solutions; set them out in a logical and clear
strategies and approaches and refine own solutions in form using appropriate symbols and terminology
the light of these

Page 16 of 55
English learning outcomes: Grade 9

English 1: Listening
Learners should…
Grade 9
B2 higher

L1 follow and understand extended talk in standard English in a growing range of contexts, both across the school curriculum and for pleasure in out-of-
school contexts, such as television and radio

L2 recognise the main points and general line of argument in extended unsupported talk in a wide range of general and curricular topics, including those with
abstract ideas

L3 understand ideas, opinions and arguments expressed in pair or group discussion, read and respond to non-verbal communication

L4 identify inconsistencies, omissions and logical flaws in argument in extended unsupported talk in a wide range of general and curricular topics, including
those with abstract ideas

L5 understand and interpret implied meaning in extended unsupported talk in a wide range of general and curricular topics

L6 recognise the devices, including rhetorical techniques, which a speaker uses to express intentions in extended formal and informal talk

L7 recognise typical features, at word, sentence and text level, of a wide variety of spoken genres, including genres using dialects other than standard
English

Page 17 of 55
English 2: Speaking
Learners should…
Grade 9
B2 higher

S1 hold formal conversation using formal spoken English

S2 hold the interest of an audience through well-structured talk, with some use of appropriate non-verbal features

S3 participate in group talk, using informal spoken English and some culturally appropriate vocabulary, idiom and interaction patterns

S4 engage effectively in collaborative group work, working constructively with others to work towards the goals set

S5 present well-structured explanations and descriptions for informal audiences

S6 ask and answer a range of open-ended high-order thinking questions, including questions for clarification, in a range of curricular subjects, using
appropriate vocabulary

S7 articulate well-expressed personal beliefs and opinions, with some elaboration and expansion

Page 18 of 55
English 2: Reading
Learners should…
Grade 9
B2 mid

R1 summarise and synthesise information conveyed in a range of complex texts on unfamiliar topics

R2 understand principal ideas, arguments and information conveyed in increasingly complex texts

R3 follow a narrative plot, understanding character and theme, with developing skills in inference and deduction

R4 begin to analyse texts in both print and digital formats, recognising how words, sounds, images and layouts shape meaning and express intention

R5 begin to analyse typical features at word, sentence and text level of a wide range of written genres, using appropriate linguistic vocabulary

R6 draw on personal experience to respond to a range of texts

R7 read for pleasure a range of texts written for young people with growing independence

R8 use paper and digital reference sources, and use linguistic and contextual knowledge to develop understanding of unfamiliar vocabulary

Page 19 of 55
English 2: Writing
Learners should…
Grade 9
B2 mid

W1 use understanding of the writing process to plan, draft, revise and edit written work with increasing accuracy and effectiveness

W2 write independently with reasonable grammatical accuracy on a wide range of general, specialist and curricular topics

W3 express personal and creative ideas in a growing range of creative written genres and enjoy engaging in writing

W4 develop logical, coherent written arguments in a growing range of genres and formats

W5 use topic sentences in paragraphs and a range of cohesive ties to structure texts effectively

W6 write in a wide range of formal and informal genres, in both print and digital formats, with register, layout and linguistic features generally appropriate to
the genre

W7 work constructively with peers, with appropriate support, to discuss and improve written text, exploiting the possibilities of publishing through electronic
media

W8 use a growing range of vocabulary, moving beyond high-frequency vocabulary, and spell with general accuracy

W9 use a growing range of punctuation with general accuracy both to demarcate sentence or clause boundaries and to clarify meaning

W10 acknowledge reference sources used in written tasks through the use of a bibliography

Page 20 of 55
Science: 1. Biology
1. Characteristics and variation in living organisms

Learners should…

construct one or more models to represent the following and to explain the relationship
between each:
– chromosome (a thread of deoxyribonucleic acid (DNA) made up of a string of genes)
– gene (a length of DNA that is the unit of heredity and codes for a specific protein)
– allele (any of two or more alternative forms of a gene)
– haploid nucleus (a nucleus containing a single set of unpaired chromosomes,
e.g. sperm and egg)
– diploid nucleus (a nucleus containing two sets of chromosomes e.g. in body cells)
define the term phenotype (the physical or other features of an organism that result from both
its genotype and its environment)
identify and explain the following:
– genotype (genetic makeup of an organism in terms of the alleles present at one locus)
– homozygous (having two identical alleles of a particular gene)
– heterozygous (having two different alleles of a particular gene)
– dominant (an allele that is expressed if it is present)
– recessive (an allele that is only expressed when there is no dominant allele of the gene
present)
use a genetic diagram extrapolated from the approach of Mendel to calculate and predict the
results of monohybrid crosses and the inheritance of autosomal disease
describe the inheritance of sex in humans (X and Y chromosomes)
use blood groups as an example of codominance and, given an individual's phenotype, predict
A B O
their genotype (using the notation I , I and I ) and use a genetic diagram to suggest the
possible genotypes of their parents
predict the possible phenotypes of offspring from examination of a family's pedigree chart,
justifying and defending conclusions

Page 21 of 55
Science: 1. Biology
2. Structure and function in living organisms: a. Keeping the cell alive

Learners should…

synthesise ideas to list the uses of energy in the body of humans: e.g. muscle contraction,
protein synthesis, cell division, growth, the passage of nerve impulses and the maintenance of
a constant body temperature
by examination of original historical experimental work, deduce, define and describe aerobic
respiration as a reaction in cells between oxygen and glucose, in which glucose is broken
down into carbon dioxide and water, releasing a relatively large amount of energy
summarise aerobic respiration with a word equation and a balanced symbol equation
synthesise ideas to identify how the reactants and products of aerobic respiration are
transported throughout the body in the bloodstream, that the reactants enter the body via the
digestive and respiratory systems and that the products leave the body via the excretory and
respiratory systems
synthesise understanding of the circulatory and nervous systems to explain the mechanism by
which breathing rate is controlled in terms of changes in the rate at which tissues respire and
therefore of carbon dioxide concentration and pH in tissues and in the blood
compare and contrast aerobic and anaerobic respiration, defining anaerobic respiration as the
release of a relatively small amount of energy by the breakdown of glucose in the absence of
oxygen
describe how an ‘oxygen debt’ may occur in muscle as a result of anaerobic respiration
(glucose  lactic acid) during vigorous exercise
investigate and explain the effects of physical activity on rate and depth of breathing and on
pulse rate, making links to cardiovascular fitness
explain that plants gain nutrition from mineral salts absorbed through the roots and from
glucose made in photosynthesis
investigate the effects of mineral deficiencies on plant growth
by examination of original historical experimental work, deduce, define and describe
photosynthesis using a word equation and a balanced symbol equation, describing how the
atoms in carbon dioxide and water can be 'rearranged' into glucose and oxygen
undertake experiments to understand the role of chlorophyll in trapping light energy and
transforming it into chemical energy for the formation of glucose and storage of starch
investigate the effect of varying light intensity, carbon dioxide concentration and temperature
on the rate of photosynthesis (e.g. in submerged aquatic plants), identifying how limiting
factors restrict the rate of photosynthesis
compare and contrast photosynthesis and respiration

Page 22 of 55
Science: 1. Biology
2. Structure and function in living organisms: b. Coordination and
control

Learners should…

conduct simple experiments to deduce the stimulus-response pathway that controls a person's
response to a stimulus, and depict it diagrammatically, with reference to sense organs and
effector organs (muscles and glands)
describe the human central nervous system (brain and spinal cord as areas of coordination)
and the peripheral nervous system, which together serve to coordinate and regulate body
functions
investigate a variety of simple reflexes, and explain the significance of a simple reflex arc
(including sensory, relay and motor neurones) as a means of automatically and rapidly
integrating and coordinating stimuli with responses, modelling transmission at a synapse
compare and contrast the way in which different sense organs enable an individual to respond
to the environment
classify sense organs as groups of receptor cells responding to specific stimuli: light, sound,
touch, temperature and chemicals
apply knowledge of the structure and function of the eye to explain changes in the eye in
response to light levels (pupil reflex) and close and distant vision (accommodation)
investigate how the blind spot affects vision and describe the function and distribution of rods
and cones

Science: 1. Biology
2. Structure and function in living organisms: c. Reproduction

Learners should…

identify and explain the contribution of each component of the male reproductive organs
(including testes, scrotum, sperm ducts, prostate gland, urethra and penis) to successful
release of gametes
identify and explain the contribution of each component of the female reproductive organs
(including ovaries, oviducts, uterus, cervix and vagina) to successful release of gametes and
successful pregnancy
interpret diagrams of the menstrual cycle to describe changes in the uterus and ovaries and
release of ova
evaluate the effectiveness of:
– different methods of birth control (natural, chemical, mechanical and surgical)
– preventive measures to protect against sexually transmitted diseases, including HIV/AIDS

Page 23 of 55
Science: 1. Biology
2. Structure and function in living organisms: c. Reproduction

Learners should…

represent the early development of the zygote in a series of diagrams to describe the formation
of a ball of cells that becomes implanted in the wall of the uterus, and outline development of
the fetus
identify the role of the placenta and umbilical cord, and apply ideas about diffusion and surface
area to hypothesise about its adaptations (in relation to exchange of dissolved nutrients, gases
and excretory products)

Science: 1. Biology
3. Living organisms and their environments

Learners should…

describe the water cycle; predict and explain the effects of disruption to the cycle at various
different points
describe the carbon cycle in terms of:
– the role of microorganisms in breaking down organic matter from dead organisms or waste
materials
– the role of plants and animals in photosynthesis and respiration
– the release of carbon dioxide from the burning of fossil fuels
predict and explain the effects of disruption to the carbon cycle at various points
predict how the impact of humans on the environment may depend on social and economic
factors, including population size, industrial processes and levels of consumption and waste
understand how to investigate the undesirable effects of pollution including:
– design and implement a survey to examine instances of water pollution by sewage and
chemical waste in rivers
– design and implement a laboratory-based experiment to examine the effects of over-use
of fertiliser and subsequent eutrophication in rivers
– design and undertake an investigation into the effects of acid rain deriving from atmospheric
sulphur dioxide
– design a spreadsheet model to represent accumulation of pesticides and herbicides in
food chains
– design and implement a survey of the effects of non-biodegradable plastics in the local
environment

Page 24 of 55
Science: 1. Biology
3. Living organisms and their environments

Learners should…

identify and evaluate the local effects of global human influences including:
– ozone depletion
– the effects of the combustion of fossil fuels and the cutting down of forests on oxygen and
carbon dioxide concentrations in the atmosphere, and how increases in greenhouse gases
(carbon dioxide and methane) may contribute to global warming

Science: 2. Chemistry
1. The atom

Learners should…

describe the structure of the atom and its component parts

state the relative charges and approximate relative masses of protons, neutrons and electrons
define proton number and mass number
define isotopes
describe the build-up of electrons in ‘shells’ and understand the significance of the noble gas
electronic structures
use the valencies of elements and polyatomic ions to construct formulae
use models or diagrams to show the difference between single atoms, elements (as having
only one type of atom) and molecules (as being a small number of atoms chemically joined)
use the symbols of the elements to write the formulae of more complex compounds including
those containing brackets and/or polyatomic ions, for example sulfates, nitrates, hydroxides,
phosphates
interpret the formula of a given compound from the relative numbers of atoms present
including formulae with brackets and/or polyatomic ions, for example sulfates, nitrates,
hydroxides, phosphates
write down the formula of a given compound from a model or a diagrammatic representation
including formulae with brackets and/or polyatomic ions, for example sulfates, nitrates,
hydroxides, phosphates
deduce the balanced equation for a chemical reaction, given relevant information

Page 25 of 55
Science: 2. Chemistry
2. Atoms arranged: a. Metals

Learners should…

carry out practical activities and interpret data that illustrate the effect of temperature, simple
catalysts and particle size on the rates of chemical reactions
describe metallic bonding
describe metals as a lattice of positively charged particles (ions) in a ‘sea of mobile electrons’
and use this to describe the electrical conductivity, strength and malleability of metals
explain why metals are often used in the form of alloys
identify representations of alloys from diagrams of structure
investigate the general physical and chemical properties of metals
investigate the reactivity of metals with water, acids and oxygen, including displacement
reactions, and deduce an order of reactivity from a given set of experimental results
describe some uses of metals related to their physical and chemical properties

Science: 2. Chemistry
2. Atoms arranged: b. The special properties of carbon

Learners should…

know that hydrogen and carbon combine chemically to make hydrocarbons and that carbon
atoms form four links or bonds (an understanding of covalent bonding is not required)
know that methane and ethane are examples of hydrocarbons
state the type of compound present, when given a chemical name ending in -ane, -ene or -ol
or a molecular or displayed formula
name and draw the molecular and displayed formulae of the unbranched alkanes, alkenes and
alcohols containing up to four carbon atoms per molecule
describe the properties of alkanes (exemplified by methane) as being generally unreactive,
except in terms of burning, and the substitution reactions of alkanes with chlorine
describe the manufacture of alkenes and of hydrogen by cracking
distinguish between saturated and unsaturated hydrocarbons:
– from molecular or displayed formulae
– by reaction with aqueous bromine
describe the properties of alkenes in terms of addition reactions with bromine, hydrogen and
steam
describe the formation of poly(ethene) as an example of addition polymerisation of monomer
units

Page 26 of 55
Science: 2. Chemistry
2. Atoms arranged: c. Fats, esters and carbohydrates

Learners should…

describe fats as esters possessing the same linkage as polyesters (including Terylene) but
with different units
describe soap as a product of hydrolysis of fats
describe complex carbohydrates in terms of a large number of sugar units, considered as
monomers, joined together by condensation polymerisation
describe the acid hydrolysis of complex carbohydrates (e.g. starch) to give simple sugars
describe chromatography as a separation technique and describe how it could be useful in
separating and identifying the products of hydrolysis of carbohydrates
describe the fermentation of simple sugars to produce ethanol (and carbon dioxide) (learners
will not be expected to give the molecular formulae of sugars)
define carbohydrates; describe their composition and importance as nutritional substances and
industrial raw materials
describe macromolecules in terms of large molecules built up from small units (monomers),
different macromolecules having different units and/or different linkages

Page 27 of 55
Science: 2. Chemistry
3. Atoms and molecules reacting: Acids, bases, solutions and
chemical analysis

Learners should…

investigate the use of the pH scale

investigate the characteristic properties of acids:
– reactions with metals, bases and carbonates
– the effect on litmus and universal indicator
investigate the characteristic properties of bases:
– reactions with acids and with ammonium salts
– the effect on litmus and universal indicator
use, in a practical context, the following tests to identify:
– aqueous cations: copper(II), iron(II), iron(III) and zinc (using aqueous sodium hydroxide and
aqueous ammonia as appropriate)
– anions: carbonate (by reaction with dilute acid and then limewater)
chloride (by reaction under acidic conditions with aqueous silver nitrate)
iodide (by reaction under acidic conditions with aqueous silver nitrate)
– gases: carbon dioxide (using limewater)
hydrogen (using lighted splint)
oxygen (using a glowing splint)

Science: 3. Physics
2. Energy

Learners should…

use experiments to become familiar with conduction, convection, radiation and evaporation as
ways by which energy can be transferred from an object
give common examples of conduction, convection, radiation and evaporation and their
application to the heating and cooling of domestic houses
explain conduction, convection (including specific reference to density) and evaporation on a
particle level, and explain radiation in terms of a wave
describe in qualitative terms the thermal expansion of solids, liquids and gases

Page 28 of 55
Science: 3. Physics
3. Forces and motion

Learners should…

know the difference between speed and velocity

take readings from a distance-time graph in order to:
– find the distance travelled at a particular time
– find the speed of an object (which is travelling at constant speed)
take readings from a velocity-time graph in order to:
– find the velocity of an object at a particular time
use practical methods to demonstrate the effect that a force may have on the shape of an
object and plot and interpret extension/force graphs for objects that obey Hooke’s law,
including recalling, rearranging and using the equation:
F=kxe force = constant × extension
recognise the term ‘limit of proportionality’ and identify it on an extension-force graph

Science: 3. Physics
4. Waves, light and sound

Learners should…

distinguish between transverse and longitudinal waves and give suitable examples of each
describe the refraction of light and explain why this happens in terms of the speed of light and
the density of the object it is travelling through
describe total internal reflection, including the term critical angle, and provide some examples
of where this has practical applications, such as with optical fibres
know that a prism can split white light by refraction into its constituent colours, recall these
colours and know that this is called dispersion
use practical apparatus to draw simple ray diagrams to show reflection, refraction and total
internal reflection, as well as the formation of a real image with a converging lens
describe what ultrasound is and describe its common applications

Page 29 of 55
Science: 3. Physics
5. Electricity and magnetism

Learners should…

describe and investigate quantitatively the relationship between current, potential difference
and resistance for a fixed resistor and recall, rearrange and use the equation:
R=V/I resistance = potential difference/current
demonstrate a quantitative understanding of how adding resistors to a circuit in series changes
the total resistance of the circuit
demonstrate qualitative and quantitative understanding of adding resistors to a circuit in
parallel and calculate the change in total resistance of the circuit
demonstrate a qualitative understanding of how changes to the length and diameter of a wire
affect its total resistance
describe the purpose and principle of operation of domestic electrical components and
devices, including a fuse, a circuit breaker (RCCB) and a domestic plug
understand that electrical current is a way of transferring energy from one place to another
be able to recall, rearrange and use the equations for electrical energy and power:
E=I×V×t energy = current x potential difference x time
P=I×V power = current x potential difference
evaluate the economic cost of using electric power at home
know about the difference between alternating current (a.c.) and direct current (d.c.), sketch
simple voltage/time graphs for each and give examples where each is used and the reasons
why

Science: 3. Physics
6. Radioactivity

Learners should…

know that some elements are radioactive and, as they decay, can emit alpha, beta and/or
gamma radiation
state the properties of alpha particles, beta particles and gamma radiation
recognise that some elements can exist as isotopes; and that isotopes can be radioactive or
non-radioactive
state one medical and one industrial use of radioactive isotopes
describe radioactive isotopes, such as uranium-235 (235U), as a source of energy

Page 30 of 55
Science: 3. Physics
7. Earth and space science

Learners should…

know about and give examples of natural and man-made satellites, describe their motion and
describe polar and geostationary orbits explaining applications for each
know that the strength of the gravitational attraction of a body decreases with distance and
how this affects planetary and satellite motion
know that the Sun was created from a cloud of hydrogen and helium gas, called a nebula, by
the force of gravity
know that as the gases were compressed by gravity, the centre of the cloud became hotter.
Eventually, when the temperature became hot enough, hydrogen molecules began to fuse
spontaneously and a nuclear fusion reaction ignited within the centre
know that the gases and debris left over after the creation of the Sun eventually became the
planets through the force of gravity. The four inner planets are rocky and the outer planets are
gas giants
know that asteroids come from the asteroid belt between Mars and Jupiter. Comets are made
of gas, dust and ice, come from the outer reaches of the Solar System and have an elliptical
orbit
know that the Sun is made of hydrogen and helium. At its core, a nuclear reaction is fusing
hydrogen
at 15 million kelvin. This nuclear reaction converts hydrogen to helium and huge amounts
of energy

Page 31 of 55
ICT:

1. Communication and collaboration

Learners should…
Grade 9
ICT at large

use email effectively and efficiently, making use of email features such as forwarding, contact groups and attachments

describe the rights, responsibilities, health and safety issues raised when using open online forums, blogs and social networking sites

describe how email is used in the workplace effectively and efficiently, making use of email features such as forwarding, contact groups and attachments

describe current health and safety legislation regarding the use of computers in the work place

use open source, cloud-based software, where appropriate, to communicate ideas

identify the characteristics of an audience and the ICT methods of dissemination required for a particular set of tasks suitable for the identified audience

Page 32 of 55
ICT:

2. Computing
Learners should…
Grade 9
ICT at large

solve a complex problem by using loop, sorting and sequence instructions

evaluate the solution to a problem through testing, including the use of dry runs and single stepping

use open source software appropriately to create programming solutions to problems

make use of variables and constants, including the use of lists

Page 33 of 55
ICT:

3. Digital arts
Learners should…
Grade 9
ICT at large
produce images for the solution of an ICT related problem by applying a range of techniques (graphics, editing vector objects and digital photography)

suggest measures to correct identified faults after testing

apply a range of techniques such as story boards, effects, animation and creating video shorts in the solution

record audio tracks for the solution of an ICT related problem

analyse an ICT related problem and plan and produce video or animation solution, using open source, cloud-based software appropriately

Page 34 of 55
ICT:

4. Information literacy
Learners should…
Grade 9
ICT at large

use and provide basic interfaces suitable for identified tasks and users

understand how to manage files for a given system or task

analyse ways that the internet affects the workplace

describe the severity of possible hardware, software and communications problems

identify the causes of, and preventative measures against, breaches in network security

understand how computer professionals select hardware, software, storage and networking solutions for a range of problems including open source and
cloud-based software where appropriate

understand the formal approaches which are used to collect information and how to analyse a familiar problem that requires an ICT solution

Page 35 of 55
ICT:

5. Presentation of information
Learners should…
Grade 9
ICT at large

plan a document for a presentation by selecting content for a specified audience

use open source, cloud-based software to present information for the solution of an ICT related problem applying a range of techniques (changing the
appearance of screen objects, entering text and applying formats)

use feedback to amend presented information, applying a range of techniques (spell checking, grammar checking and proof reading)

evaluate the effectiveness of the solution using testing to ensure basic features such as links and buttons work and taking corrective measures if required

Page 36 of 55
ICT:

6. Use of data
Learners should…
Grade 9
ICT at large

be able to use screen objects to simulate real objects

obtain reliable data, enter the data and include the use of automated techniques

manipulate data for a given purpose by creating suitable formulae

store data using cloud-based storage

manipulate data through the use of sorting and filtering

represent data clearly through the use of graphical methods, creating different types of charts and being able to interpret results

evaluate and record the solution to a problem through testing, using a range of test data

Page 37 of 55
Art and Design: Grades 9
1. Exploring
Learners should…
Grade 9

 Make increasingly well-informed, imaginative and confident responses to a variety of relevant starting points, sources and areas of enquiry.

 Reflect on how artworks differ in terms of their function and visual appearance and describe how these are related to regional, national and
global perspectives and historical contexts.

 Manipulate ideas and images with greater competence, independence and knowledge.

 Show the development of personal ideas through appropriate processes.

2. Observing
Learners should…
Grade 9

 Create images demonstrating greater competence, skill and sensitivity in handling selected media using contemporary and traditional
methods, representational and abstract approaches.

 Pay much greater attention to detail, analysis and personal concerns in representations, developed through new learning experiences and
previous study.

Page 38 of 55
3. Designing
Learners should…
Grade 9

 Create designs which show increasing personal insight and independence.

 Recognise the importance of selection and organisation of visual information in expressing ideas and meanings.

 Identify and solve problems as they arise using skills and knowledge with increasing confidence and purpose.

 Make aesthetic judgements when selecting artwork for portfolio.

4. Making
Learners should…
Grade 9

 Use materials, processes and formal elements selected from a range, including those experienced in previous grades in increasingly
sophisticated ways.

 Produce purposeful artwork demonstrating that there are multiple solutions to specific visual problems.

 Continue to ensure they take creative risks and are more selective in application of technical knowledge and skills to suit intentions

 Express ideas with greater conviction, control and personal insight..

Page 39 of 55
5. Reviewing, Revising, Evaluating
Learners should…
Grade 9

 Provide an articulate and personal explanation and interpretation of own and others’ artwork.

 Appreciate the importance of an increasing range of visual codes and conventions and how these are used to express ideas about different
artistic genres, styles and traditions.

 Consider the impact these may have on own ideas, values and practice.

 Present an informed response when analysing and evaluating own and others’ artwork.

 Use critical thinking skills and personal aesthetic insights when investigating and appreciating a range of influences and meanings.

 Describe the similarities and differences between artworks, recognising the range of approaches, materials and techniques used.

Page 40 of 55
Music learning outcomes: Grade 9
1. Performance: (on own and in groups which vary in size and structure)

Learners should…
demonstrate, through performing individually and in groups, the ability to understand and communicate the following to give an expressive and reasonably
fluent performance:
 main stylistic features of music from different traditions and genres
broadly accurate technical skills, control and accuracy to cope with the demands of chosen pieces
rehearse and direct small ensembles, showing some awareness of the musical context, purpose and style; provide basic performance directions and produce
an expressive and reasonably fluent performance
Learners capable of following the extended curriculum (see page 18) should additionally…
improvise within a group performance demonstrating an understanding of the main stylistic features and with a good level of technical accuracy

2. Creating: (on own and in groups which vary in size and structure)

Learners should…
demonstrate the skills to create, through improvising and revision of material (composing), a series of short, ideas in a limited range of different styles which
develop musical ideas effectively and explore the potential use of musical structures and devices.
create pieces of music in response to a given or chosen brief which demonstrate understanding of composing music for a particular purpose and demonstrate
and musical development of material
demonstrate development of some musical ideas and structurally organise material in order to convey intentions to an audience
demonstrate a good understanding of writing for the chosen instruments. A good understanding of harmony, melody and rhythm should be evidenced
successfully create interesting music, exploring a range of music technology applications and ICT which demonstrate the ability to produce music in response
to a given or chosen multimedia application
demonstrate a good level of musical skill as well as appropriate knowledge, skills and understanding in relation to computer and recording technology in
realising their ideas effectively
confidently discuss their music through written and verbal discussion, being able to discuss broad stylistic features, influences and structure

Page 41 of 55
3. Listening and responding

Learners should…
be able to listen and respond to prepared and unprepared musical extracts in a broad range of musical styles, demonstrate accurate skills, knowledge and
understanding of music through:
 appropriate limited application of technical language
 broadly accurate aural dictation of short diatonic and chromatic melodic and rhythmic phrases
 demonstrating broad understanding and recognition of particular styles, genres and traditions in relation to Egyptian and world music
 describing the historical and contextual links between contemporary music and its roots
 describe key events and composers who have influenced the development of music across time and cultures in relation to the curriculum’s areas of
study

4. Reviewing, refining and evaluating

Learners should…
review, evaluate, and make informed judgements about musical characteristics, conventions and the influence of different contexts, reflecting upon these to
describe and review their own and others’ work; revise, extend and re-evaluate work in a cyclic fashion in order to show improvement in practical and written
work

Page 42 of 55
Physical Education learning outcomes: Grade 9

Strand Grades 7-9

Demonstrate control and capability when engaging in developmentally-appropriate movement forms that become
increasingly formally structured
1. Movement Competence  Select and implement a range of increasingly advanced skills when devising new movements, tactics or sequences of
movement 1a

 Develop and work towards applying functional and expressive uses of fine and gross motor skills across a range of
activities 1b

 Develop and exhibit skills, demonstrating precision, control and fluency in a range of familiar activities and some unfamiliar
activities 1c

 Display skills in modified cooperative, competitive and expressive activities 1d

 Show the ability to predict and project the demands of different environments, and be able to select appropriate skills,
knowledge and risk assessment strategies to meet them 1e

 Demonstrate a positive attitude towards physical activity contexts and be able to play a number of roles, as appropriate for
known and less predictable settings 1f

2. Knowledge and  Using observation, ICT and communication skills, recognise key skills and core movement patterns, working towards
understanding of movement transferring these across a range of activities 2a
forms  Use appropriate language and terms to demonstrate an understanding of key concepts and conventions in structured
movement forms, understanding how to improve participation and performance 2b
 Explain and demonstrate their choices of specific movement competences and solutions when responding to different
tasks and challenges 2c
 Develop and utilise a range of tactics and strategies, understanding how these can maximise success across a range of
activities 2d

 Understand the significance of structure and purpose in movement forms, adapting to performance criteria, rules and
regulations for participation in familiar and unfamiliar environments2e

Page 43 of 55

3. Creativity and innovation
in addressing movement
challenges
4. Participation and
performance as individuals
and group members
5. Principles and practice of
embodied health
 Be able to characterise various categories of movement forms, and understand their different objects, uses of movement
competences and distinctive benefits and challenges 2f
 Understand and work towards modifying individual learning journeys in terms of current achievement, planned milestones
and intended outcomes 2g
 Apply existing skills in new and innovative ways, showing an understanding of what is viable, as well as the ability to cope
with unpredictable challenges. Add new and advanced skills as a result of this process 3a
 Use imaginative ideas and a range of responses when completing tasks and responding to challenge in familiar and
unfamiliar environments 3b
 When responding to given tasks, persevere and share ideas with others, working towards creating own solutions and
contributing to group solutions 3c
 Concentrate and stay focussed across the full spectrum of activities, situations, roles and responsibilities, showing an
understanding of self-motivation 4a
 Stay committed to individual and team improvement and success, inspiring others to achieve their goals 4b
 Recognise, appreciate and respond effectively to one’s own and others’ movement contributions within a range of
activities 4c
 Recognise and appreciate the consequences of failure to fulfil individual roles effectively in group or challenge situations
4d
 Be able to play a part in group decisions and activities, leading and following agreed practices and procedures 4e
 Demonstrate understanding of leadership and group participation, appreciating specific individual activities to group
activities 4f
 Keep trying in difficult situations, ask questions and develop an ability to overcome problems. Share solutions with other
group members effectively in order to achieve a common goal 4g
 Recognise and be able to explain the place of physical activity in relation to diet, rest and obligations and design a plan for
health and well-being to meet these demands 5a
Page 44 of 55
  Make informed decisions about frequency and level of engagement in physical activity, recognising how physical activity
opportunities can continue into adulthood 5b

 Understand the demands of changes in the environment, including climate, temperature, landscape, water, and how to
prepare for them 5c

 Be able to create and lead appropriate warm-ups and cool-downs for a range of physical activities 5d

 Understand the distinctive role of different physical capacities in different physical activities and contexts of participation
and performance 5e

 Recognise and appreciate the effects of training on performance, understanding the requirements and effects of aerobic
and anaerobic exercise in different activities and their contributions to health and well-being 5f

6. Respectful and  Take responsibility for own and others’ learning adopting a range of roles and responsibilities 6a
responsible participation
and performance  Communicate and contribute effectively through negotiation with others when leading and being led 6b

 Support others in making progress and realising their objectives, appreciating and respecting the contributions of officials
and others who assist participation and performance 6c

 Demonstrate and be able to articulate instances of fairness and unfairness; and display empathy in a range of roles 6d
 Recognise and understand the consequences of interdependent activities, and failure to play one’s part, especially in
activities with inherent risk 6e
 Be able to use set procedures to deal with emergencies and hazard, on one’s own behalf and on behalf of others 6f
 Understand the difference between risk avoidance and risk management, and when they should be used 6g

Page 45 of 55
 ‫نواتج التعلم – الدراسات االجتماعية للصف التاسع‬

‫التربية الوطنية‬
‫ٌنبغً أن ٌكون التالمٌذ قادرٌن على‪:‬‬

‫‪ C9a‬التعبٌر عن تقدٌر أهمٌة دور المنظمات الدولٌة واإلقلٌمٌة على المستوى العالمً‪.‬‬

‫‪ C9b‬تحدٌد الدور الثقافً للمنظمات الدولٌة على المستوى العالمً‪.‬‬

‫‪ C9c‬التعبٌر عن فهم أهمٌة الدور االجتماعً للمنظمات الدولٌة على المستوى العالمً‪ ،‬لتحقٌق العدالة والمساواة واحترام الحرٌات الفردٌة والجماعٌة‪.‬‬

‫‪ C9d‬تحدٌد أسالٌب إجراء الدراسات وجمع المعلومات عن المنظمات الدولٌة وتأثٌراتها على المجتمعات المحلٌة‪ ،‬واتجاهات التنمٌة المجتمعٌة داخل الدول‪.‬‬

‫‪ C9e‬التعبٌر عن فهم قٌمة الحفاظ على العالقات مع المنظمات الدولٌة واإلقلٌمٌة ومنظمات المجتمع المدنً لتحقٌق التوازن بٌن حاجات الدول وحاجات المجتمع العالمً‪.‬‬

‫‪ C9f‬استخدام مهارات النقد والتقوٌم والتحلٌل فً حل المشكالت‪ ،‬ومواجهة األحداث الجارٌة والطارئة‪ ،‬مثل ظاهرة العولمة وآلٌات التفاعل معها‪.‬‬

‫‪ C9g‬عمل دراسة عن دور المنظمات الدولٌة واإلقلٌمٌة ومنظمات المجتمع المدنً فً العمل على مضاعفة الجهود لتحقٌق االستفادة من استخدام الموارد المحلٌة الطبٌعٌة واإلمكانٌات البشرٌة‬
‫للدول‪.‬‬

‫‪ C9h‬المشاركة فً مناقشة دور المنظمات الدولٌة واإلقلٌمٌة ومنظمات المجتمع المدنً فً عالج مشكالت واحتٌاجات المجتمع المحلً من المشروعات التنموٌة لتطوٌر العمل التعاونً‪ ،‬مثل‪:‬‬
‫الرعاٌة الصحٌة‪ ،‬ورعاٌة الطفولة واألمومة‪.‬‬

‫‪ C9i‬التعبٌر عن فهم قٌمة جامعة الدول العربٌة فً تنمٌة الوعً العربً المشترك بأهمٌة التكامل االقتصادي‪ ،‬وتعزٌز التجارة البٌنٌة العربٌة‪ ،‬وإلغاء الحواجز الجمركٌة‪ .‬بحث أهمٌة التكنولوجٌا‬
‫فً التكامل االقتصادي العربً‪.‬‬

‫‪Page 46 of 55‬‬
 ‫الجغرافيا‬
‫ٌنبغً أن ٌكون التالمٌذ قادرٌن على‪:‬‬

‫‪ G9a‬التعرف إلى قارات العالم ومحٌطاته من حٌث الموقع والمساحة‪.‬‬

‫‪ G9b‬التعبٌر عن معرفة األنماط المتباٌنة للظاهرات الطبٌعٌة لقارات العالم وتقٌٌم النتائج المترتبة على هذا التباٌن‪.‬‬

‫‪ G9c‬فهم وعمل رسوم بٌانٌة لبٌانات السكان فً قارات العالم‪ ،‬وتفسٌر هذه البٌانات باستخدام نماذج من التركٌبات السكانٌة والتحوالت الدٌموغرافٌة‪.‬‬

‫‪ G9d‬معرفة األنماط المتباٌنة لألنشطة االقتصادٌة فً قارات العالم وتقٌٌم نتائج هذا التباٌن‪.‬‬

‫‪ G9e‬استخدام دراسات الحالة لدولة من كل قارة لفهم البٌئة الطبٌعٌة واألبعاد البشرٌة وتقدٌم مشروع بحثً عن هذه الدولة‪.‬‬

‫‪ G9f‬وصف عملٌات التجوٌة والتعرٌة النهرٌة والبحرٌة‪ ،‬وشرح تأثٌرها على تشكٌل التضارٌس فً قارة أفرٌقٌا‪.‬‬
‫استخدام المصطلحات والمفاهٌم الجغرافٌة فً مناقشة مزاٌا وعٌوب األشكال التضارٌسٌة الناتجة عنها فً إحدى القارات‪.‬‬

‫‪ G9g‬فهم أسالٌب وطرق جمع وقٌاس بٌانات األرصاد الجوٌة‪.‬‬

‫تنمٌة الدراسات االستقصائٌة من خالل طرح األسئلة الجغرافٌة والتفكٌر الناقد بشكل بناء وإبداعً‪.‬‬
‫جمع وتسجٌل وعرض بٌانات األرصاد الجوٌة باستخدام طرق متنوعة‪ ،‬وتحلٌل وتقٌٌم األدلة وعرض النتائج بغرض استخالص استنتاجات مدعمة مع التطبٌق على إحدى القارات‪.‬‬

‫‪ G9h‬فهم التفاعل بٌن البٌئة الطبٌعٌة واألنشطة البشرٌة مع اإلشارة إلى المخاطر الطبٌعٌة والمظهر الطبٌعً للمكان والمناخ فً قارات العالم‪.‬‬

‫‪ G9i‬وصف وشرح خصائص المناخ والحٌاة النباتٌة الثنٌن من النظم اإلٌكولوجٌة (الغابات االستوائٌة المطٌرة والغابات المدارٌة)‪ ،‬وفهم العالقة بٌن المناخ والحٌاة النباتٌة فً هذٌن النظامٌن‪.‬‬

‫‪ G9j‬فهم عملٌات تكوٌن النظم اإلٌكولوجٌة البحرٌة (خاصة الشعاب المرجانٌة)‪ ،‬ووصف فوائدها للمنطقة التً توجد بها‪ ،‬وشرح كٌفٌة تعرض هذه الشعاب للخطر والسبب فً ذلك على مستوى‬
‫العالم مع تقدٌم األدلة‪.‬‬

‫‪Page 47 of 55‬‬
 ‫التاريخ‬
‫ٌنبغً أن ٌكون التالمٌذ قادرٌن على‪:‬‬

‫‪ H9a‬عرض لمحة عامة عن الماضً‪ ،‬والقدرة على التحرك عبر الزمن‪ ،‬ومقارنة الفترات التارٌخٌة والحضارات المختلفة‪ ،‬مثل الحضارة المصرٌة‪ ،‬واإلغرٌقٌة الرومانٌة‪ ،‬واإلسالمٌة‪.‬‬
‫استخدام هذا الفهم لتنظٌم المعلومات بأسلوب تحلٌلً‪.‬‬

‫‪ H9b‬تحلٌل وتقٌٌم الخصائص الرئٌسة للمجتمعات المصرٌة ومقارنتها بخصائص مجتمعات أخرى‪ ،‬مثل‪ :‬الحضارات اإلغرٌقٌة والرومانٌة وما تشمله من خصائص اجتماعٌة وثقافٌة‬
‫واقتصادٌة‪ ،‬وعقائد دٌنٌة‪ ،‬وأفكار ومعتقدات وتوجهات‪.‬‬
‫تفسٌر أسباب وجود اختالفات فً خصائص هذه المجتمعات‪.‬‬

‫‪ H9c‬التعبٌر عن فهم إمكانٌة حدوث التغٌٌر واالستمرارٌة معا ً فً نفس المجتمع‪.‬‬

‫التعبٌر عن الفهم بأمثلة مناسبة من الماضً ألسباب حدوث التغٌٌر وأسباب االستمرارٌة‪.‬‬

‫‪ H9d‬التعبٌر عن فهم السبب والنتٌجة والدافع‪ ،‬من خالل كتابة تفسٌرات سببٌة معقدة توضح تفاعل األسباب والدوافع مع بعضها البعض‪.‬‬

‫‪ H9e‬التعبٌر عن فهم مفهوم األهمٌة‪ ،‬من خالل استخدام معاٌٌر لتقٌٌم أهمٌة األحداث والتطورات والجماعات واألفراد‪.‬‬
‫تقٌٌم أهمٌة كل من‪ :‬عبر الزمن (فً ذلك الوقت)‪ ،‬وعلى مر الزمن (المدى الطوٌل)‪.‬‬

‫‪ H9f‬تقٌٌم واستخدام المصادر بأسلوب متطور‪ٌ ،‬وضح فهم أن المصادر ٌمكن تفسٌرها بطرق مختلفة‪.‬‬
‫استخالص نتائج صحٌحة من مجموعة مصادر‪.‬‬
‫التعبٌر عن فهم مزاٌا وعٌوب الطرق المختلفة لمعرفة الماضً‪ ،‬على سبٌل المثال‪ :‬علم اآلثار‪ ،‬ودراسة وتحلٌل المصادر المكتوبة كالمراجع وغٌرها‪.‬‬

‫‪ H9g‬إدراك أن وجود تفسٌرات مختلفة للماضً ٌثري معرفة وفهم الماضً‪ ،‬حٌث ال ٌوجد تفسٌر واحد فقط صحٌح للماضً‪.‬‬

‫‪ H9h‬كتابة مقال منظم ٌحتوى على تحلٌل وتفسٌر وآراء مدعمة باألدلة؛ للتعبٌر عن معرفة وفهم الماضً‪.‬‬

‫‪Page 48 of 55‬‬
 ‫نواتج التعلم – اللغة العربية – للصف التاسع‬

‫االستماع‬
‫ٌنبغً على المتعلم أن ‪...‬‬

‫يتعرف األفكار الرئيسة والفرعية في النص المسموع‪:‬‬

‫(ع‪ )1-9-‬يفيم األفكار الرئيسة والفرعية في النص المسموع‪.‬‬
‫(ع‪ )2-9-‬يحدد غرض ‪ /‬أغراض المتحدث‪.‬‬
‫(ع‪ )3-9-‬يرسم خريطة ذىنية لمنص المسموع‪.‬‬
‫يخمن مضمون النص المسموع‪.‬‬
‫(ع‪ّ )4-9-‬‬

‫يصدر حكماً عمى ما استمع إليه‪:‬‬

‫(ع‪ )5-9-‬يحدد موقفو من النص المسموع مقدماً األدلة عمى ذلك‪.‬‬
‫يقيم األساليب التي استخدميا المتحدث في النص المسموع من حيث مواءمتيا لمغرض ولممتمقي‪.‬‬‫(ع‪ّ )6-9-‬‬
‫يقيم األدلة التي قدميا المتحدث لدعم رأيو‪.‬‬
‫(ع‪ّ )7-9-‬‬

‫ينمي استراتيجيات متنوعة لفهم النص المسموع‪:‬‬

‫يخمن اعتماداً عمى مفاتيح النحو والسياق وأدوات الربط‪.‬‬
‫(ع‪ّ )8-9-‬‬
‫(ع‪ )9-9-‬يستخدم مخزونو المغوي العامي والفصيح لفيم النص‪.‬‬
‫(ع‪ )11-9-‬يستخدم معرفتو بالخصائص البنائية لبعض أنواع النصوص‪ :‬المعموماتية والوصفية مثل اإلعالنات‪.‬‬

‫‪Page 49 of 55‬‬
 ‫يتعرف أساليب التاثير في المتمقي‪:‬‬
‫(ع‪ )11-9-‬الحوار لجذب انتباه المستمع‪.‬‬
‫(ع‪ )12-9-‬نبرات الصوت حسب السياق‪.‬‬
‫(ع‪ )13-9-‬استخدام اإلشارات واإليماءات لمتعبير عن المضمون‪.‬‬
‫(ع‪ )14-9-‬حجب المعمومة‪.‬‬
‫(ع‪ )15-9-‬أساليب االستشياد المختمفة‪ :‬الشعر ‪ /‬القرآن الكريم ‪ /‬األمثمة الشعبية‪.‬‬
‫(ع‪ )16-9-‬استخدام النعوت واألساليب البالغية المختمفة مثالً‪ :‬التمثيل واالستعارة والكناية‪.‬‬
‫(ع‪ )17-9-‬استخدام أسموب التوكيد‪.‬‬

‫التحدث‬
‫ٌنبغً على المتعلم أن ‪...‬‬

‫(ت‪ )1-9-‬ينظم الحديث في مقدمة وعرض وخاتمة مستخدماً أساليب التشويق المختمفة لجذب انتباه المستمع والتأثير فيو‪.‬‬
‫(ت‪ )2-9-‬يستخدم أساليب بالغية منوعة ومبتكرة تناسب الغرض من الحديث‪ ،‬مثل‪ :‬الوصف ‪ /‬السرد ‪ /‬اإلقناع ‪ /‬المقارنة‪.‬‬
‫التصحر‪.‬‬
‫ّ‬ ‫(ت‪ )3-9-‬يقدم عروضاً شفوية مستخدماً األفكار والمفاىيم التي درسيا في المواد األخرى‪ ،‬مثالً‪ :‬التموث البيئي ‪ /‬االحتباس الحراري ‪/‬‬
‫(ت‪ )4-9-‬يراعي مناسبة المقال لممقام عند التخطيط لمحديث واختيار المعجم المغوي المناسب‪.‬‬
‫(ت‪ )5-9-‬يراعي الفرق بين الحقيقة والرأي واالنحياز والموضوعية االفتراض والتكين عند صوغ الحديث‪.‬‬
‫(ت‪ )6-9-‬يشترك ويخطط إلعداد مشروع في الفصل (مشروع مالتي ميديا) يستعين فيو بمصادر معرفية مختمفة ليقدمو فردياً أو جماعياً‪.‬‬
‫(ت‪ )7-9-‬يعمق مستخدماً التنغيم ونبرات الصوت عمى حدث يشاىده مثالً‪ :‬مباراة كرة قدم أو أحداث إخبارية‪.‬‬

‫‪Page 50 of 55‬‬
 ‫القراءة‬
‫ٌنبغً على المتعلم أن ‪...‬‬

‫وتفصيمي‪:‬‬
‫ّ‬ ‫إجمالي‬
‫ّ‬ ‫يفهم المقروء عمى نحو‬
‫(ق‪ )1-9-‬يستخدم ما لديو من معمومات من المواد الدراسية األخرى في فيم النص المقروء‪.‬‬
‫يتعرف أفكار النص ويرصد المعجم الذي يستخدمو الكاتب في صوغيا‪.‬‬‫(ق‪ّ )2-9-‬‬
‫(ق‪ )3-9-‬يحدد المعنى الصريح والمعاني الضمنية في النص وعالقة ذلك بوجية نظر الكاتب‪.‬‬
‫(ق‪ )4-9-‬يحدد نوع النص ويربطيا بصفاتو البنائية‪ ،‬مثالً‪ :‬النقاش ‪ /‬اإلقناع‪.‬‬
‫(ق‪ )5-9-‬يحدد مالمح النصوص األدبية التي يقرأىا مثالً‪ :‬شعر عمودي ‪ /‬تفعيمة ‪ /‬مقال ‪ /‬مقامة‪.‬‬
‫يميز ما بين شكل النص ونوعو في النصوص التي يقرأىا‪.‬‬ ‫(ق‪ّ )6-9-‬‬
‫(ق‪ )7-9-‬يربط النصوص التي يقرأىا بالثقافة والمجتمع وقيمو‪.‬‬

‫يستخدم استراتيجيات متعددة عند القراءة‪:‬‬

‫ليتعرف الجو العام‪ ،‬زماناً ومكاناً لتعميق فيمو ليذه النصوص‪.‬‬
‫(ق‪ )8-9-‬يق أر النصوص قراءةً صامتةً ّ‬
‫(ق‪ )9-9-‬يق أر أنواعاً مختمفة من النصوص من عصور أدبية مختمفة قراءة جيريةً ويمثل المعنى من خالل طبقات الصوت واإليقاع والوصل والفصل‪.‬‬
‫ليتعرف األفكار الرئيسة والفرعية في النص ويربطيا بثقافة وقيم المجتمع‪.‬‬
‫(ق‪ )11-9-‬يستخدم السياقات التاريخية والسياسية ّ‬
‫(ق‪ )11-9-‬يستخدم النحو والبالغة كمفاتيح تساعده عمى فيم محتوى النص المقروء‪.‬‬
‫(ق‪ )12-9-‬يستخدم التضاد والترادف والمتالزمات المغوية والنظام الصرفي لفيم محتوى النصوص المقروءة‪.‬‬

‫‪Page 51 of 55‬‬
 ‫ُيصدر حكماً عمى ما يق أر‪:‬‬
‫يعبر عن رأيو في مواطن الجمال في النص ُمستخدماً المفاىيم البالغية‪ :‬التشبيو ‪ /‬االستعارة ‪ /‬الطباق ‪ /‬الجناس‪.‬‬‫(ق‪ّ )13-9-‬‬
‫(ق‪ )14-9-‬يعبر عن رأيو في آليات اإلقناع التي تستخدميا النصوص‪ ،‬مثال‪ :‬النصوص اإلعالنية‪.‬‬
‫(ق‪ )15-9-‬يوازن بين استخدام العامية والفصحى في النصوص الشعرية‪ ،‬مثالً‪ :‬مقارنة بين أحمد شوقي وأحمد فؤاد نجم من ناحية األساليب المغوية والصور البيانية‬
‫والبالغية‪.‬‬
‫(ق‪ )16-9-‬يقارن نصاً نثرياً بنص شعري يدوران حول مواضيع متشابية‪ .‬مثالً‪ :‬أحمد شوقي في شعره وقصص من كميمة ودمنة‪.‬‬
‫الخطب القديمة والحديثة‪.‬‬
‫يعبر عن أريو في األساليب والحجج المستخدمة في أنواع ُ‬
‫(ق‪ّ )17-9-‬‬
‫يقيم قصة قصيرة من حيث عناصرىا ‪ /‬الحبكة ‪ /‬الشخوص ‪ /‬الزمان ‪ /‬المكان ‪ /‬دور الصراع‪.‬‬ ‫(ق‪ّ )18-9-‬‬

‫الكتابة‬
‫ٌنبغً على المتعلم أن ‪...‬‬

‫يخطط لكتابة النص‪:‬‬

‫(ك‪ )1-9-‬يجمع المعمومات عن الموضوعات المتخصصة من مصادر متعددة‪.‬‬
‫(ك‪ )2-9-‬يستخدم الخرائط الذىنية لتنظيم األفكار استعداداً لمكتابة‪.‬‬
‫(ك‪ )3-9-‬ينظم األسباب والنتائج من حيث أىميتيا عند الكتابة التعميمية‪.‬‬
‫(ك‪ )4-9-‬يستخدم البنى التنظيمية المناسبة ألنواع النصوص المختمفة‪ :‬الرسالة والحوار والسيرة الذاتية والتقرير‪.‬‬
‫(ك‪ )5-9-‬يستخدم اإلنترنت في إعداد أشكال النصوص المختمفة التي سيكتبيا‪.‬‬
‫مطول‪.‬‬
‫(ك‪ )6-9-‬يخطط لكتابة بحث ّ‬

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 ‫مطولة في مجاالت متنوعة‪:‬‬‫مكونة من فقرات ّ‬ ‫يكتب نصوصاً ّ‬
‫(ك‪ )7-9-‬يتوسع في استخدام أدوات الربط بين الجمل والفقرات المختمفة‪.‬‬
‫ظف عالمات الترقيم في بناء النص المكتوب‪.‬‬
‫(ك‪ )8-9-‬يو ّ‬
‫(ك‪ )9-9-‬يشرح مجموعة من األبيات الشعرية معب اًر عن المعاني الموجودة فييا بطريقة نثرية‪.‬‬
‫(ك‪ )11-9-‬يمخص موضوعاً قرأه أو استمع إليو‪.‬‬
‫(ك‪ )11-9-‬يحاكي نصاً مكتوباً ويتخذ منو نموذجاً‪ ،‬مثال‪ :‬تقرير ‪ /‬رسالة ‪ /‬قصة قصيرة ‪ /‬شعر ‪ /‬إعالن‪.‬‬
‫(ك‪ )12-9-‬يكتب مراجعة أو نقدًا لكتاب قرأه أو لفيمم شاىده بغرض التحميل‪.‬‬
‫(ك‪ )13-9-‬يكتب نصوصاً إقناعية أو جدلية مستخدماً أدلة لتوثيق وجيات نظره‪ ،‬مثال‪ :‬إقناع القراء باإلقالع عن التدخين أو إقناعيم بعدم اليجرة إلى الخارج‪.‬‬
‫(ك‪ )14-9-‬يصف الشخصيات باستخدام تفاصيل أكثر‪.‬‬
‫مر بيا بالتفصيل‪.‬‬
‫(ك‪ )15-9-‬يصف األحداث التي ّ‬
‫(ك‪ )16-9-‬يكتب بغرض التعميق عمى فيمم شاىده أو كتاب قرأه أو برنامج استمع إليو‪.‬‬

‫ُينتج أشكاالً مختمفة من النصوص‪:‬‬

‫مطولة باستخدام أساليب مرّكبة‪.‬‬
‫(ك‪ )17-9-‬يكتب رسالة ورقية أو إلكترونية ّ‬
‫(ك‪ )18-9-‬يكتب حوا اًر بين شخصيتين أو عدد من األشخاص من األعمال الروائية التي درسيا‪.‬‬
‫(ك‪ )19-9-‬يكتب سيرة ذاتية أو غيرية موظفاً أدوات الربط المختمفة التي درسيا ليكون جمالً أكثر تعقيدًا‪.‬‬
‫(ك‪ )21-9-‬يكتب أنواعاً مختمفة من اإلعالنات مستخدماً أساليب المبالغة التي درسيا وأساليب التشويق المختمفة بغرض اإلقناع والتشويق‪.‬‬
‫(ك‪ )21-9-‬يكتب إعالناً مستخدماً أساليب المفاضمة والمقارنة وأنواع الخطوط المختمفة‪.‬‬
‫(ك‪ )22-9-‬يكتب مقاالً موضحاً فيو رأيو فيما ق أر أو استمع إليو مع التعميل‪.‬‬
‫(ك‪ )23-9-‬يكتب تقري اًر مستخدماً فيو معمومات مقروءة أو مسموعة‪.‬‬
‫(ك‪ )24-9-‬يحاكي شع اًر مكتوباً ويتخذ منو نموذجاً‪.‬‬

‫‪Page 53 of 55‬‬
 ‫مدونة‪.‬‬
‫(ك‪ )25-9-‬يشارك في تصميم وكتابة ّ‬
‫(ك‪ )26-9-‬يكتب مذكراتو في دفتر خاص ويتوسع فييا ويستخدم الصور لجذب االنتباه‪.‬‬
‫يصمم منشو اًر بغرض الحث أو اإلقناع والترغيب‪.‬‬
‫ّ‬ ‫(ك‪)27-9-‬‬

‫يعيد صياغة النصوص‪:‬‬

‫السردي إلى حوار والعكس‪.‬‬
‫ّ‬ ‫يحول النص‬
‫(ك‪ّ )28-9-‬‬
‫السردي إلى رسالة والعكس‪.‬‬
‫ّ‬ ‫يحول النص‬
‫(ك‪ّ )29-9-‬‬
‫يحول المقال إلى إعالن‪.‬‬
‫(ك‪ّ )31-9-‬‬
‫سردي‪.‬‬
‫ّ‬ ‫يحول السيرة ذاتية إلى نص‬
‫(ك‪ّ )31-9-‬‬
‫(ك‪ )32-9-‬يحول االستبيان ‪ /‬أو الرسوم البيانية إلى تقرير‪.‬‬
‫يحول اليوميات إلى قصة قصيرة‪.‬‬
‫(ك‪ّ )33-9-‬‬

‫‪Page 54 of 55‬‬
Page 55 of 55