Primary National Strategy – Peterborough



|Yr 1 | |Must |Talk about things that turn and|Spinning tops |Talk about things that turn e.g. hands of a clock, taps etc. |

| | | |make whole turns. |Taps, windmills, analogue |Move the windmill sail around two whole turns. |

| | | | |clocks, wheels etc. |In PE, slide down the bench, roll over on the mat and turn towards the window, move in a straight line, move in a circle, make |

| | | | |PE mats |whole and half turns on the spot. They can also turn to the left and they turn to the right |

| | | | |Maze drawn on playground |In technology make things that turn, such as simple clocks with hands, a simple windmill etc. |

| | | | |Unit the robot software |use of everyday language to describe position, direction and movement |

| | | | | |The big hand of the clock is pointing to the 3. What number will it point to when it has made half a turn? |

| | | | |ICT files |If you face the door and make half a turn, what can you then see? |

| | | | | |Look at the map. Go to Start. Follow this route from there. |

| | | | |Problem solving materials |Go to the end of Park Street. Turn left. |

| | | | |Number lines |Go to the fourth house on the right. |

| | | | |Odd one out |Draw a ring around it. |

| | | | |5rectangles |Describe the route through a simple maze. |

| | | | | |Program a simple floor robot to follow a route that is marked on the floor, using previous moves and 'trial and improvement' to |

| | | | | |estimate how many 'robot steps' are needed. |

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| |Should |Talk about things that turn and| | |

|Understand angle as a | |make whole and ½ turns. | | |

|measure of turn. | | | | |

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|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

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|Foundation to year 1 | | | | |

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|Year 1 | | | | |

| |Could |Talk about things that turn and| | |

| | |make whole and ½ turns to the | | |

| | |left or right. | | |

|Yr 2 | |Must |Make whole, ½ and ¼ turns to |PE mats |In PE or as brain gym: turn on the spot, turn through whole, half or quarter turns, either clockwise or anti-clockwise. Direct |

| | | |the left or right. |Maze drawn on playground |each other through a maze. |

| | | | |Floor turtle |Read and use vocabulary associated with turn: whole, turn, half (1/2) , quarter (1/4), right angle, straight line. |

| | | | |Geo strips |In the classroom recognise that corners of doors, windows, books, tables …. are right angles. |

| | | | |2-D shapes |Recognise that a square and a rectangle have right angles at each corner/vertex. |

| | | | |Vocabulary cards |Use the floor turtle to make ¼ and ½ turns to get from one given point to another. |

| | | | |Hoops (to represent Venn |Use two geo strips to make and draw half and quarter turns from the same starting point. |

| | | | |diagrams) |Talk about and make repeating patterns, describing what is happening. For example: In this pattern the L-shape slides along and |

| | | | |ICT files |turns through half a turn… |

| | | | |Shape tools | |

| | | | | |Give instructions for a partner to follow a maze drawn on squared paper |

| | | | | |Describe how to get to an object that is hidden in the classroom. |

| | | | | |Evaluate the accuracy of their instructions and adjust them accordingly |

| | | | | |Devise instructions to make a floor robot navigate a floor plan or maze in which all the paths are at right angles to each other|

| | | | | |and some are dead ends. |

| | | | | |use whole, half and quarter turns and recognise that a quarter turn produces a right angle |

| | | | | |Use geostrips to show what a right angle looks like. Point out some right angles in the classroom. For those we can reach, how |

| | | | | |could we check? Which of these shapes has a right angle? |

| |Should |Recognise whole, ½ and ¼ turns | | |

|Understand angle as a | |to the left or right, clockwise| | |

|measure of turn. | |or anti clockwise. Know a right| | |

| | |angle is a ¼ turn and recognise| | |

|Further examples of | |them in the environment. | | |

|pitch and | | | | |

|expectations: | | | | |

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|year 2 | | | | |

| | | | | |

| |Could |Describe right angles in shapes| | |

| | |and in the environment and | | |

| | |recognise ½ and ¼ turns | | |

| | |clockwise and anti-clockwise. | | |

|Yr 3 | |Must | |Vocabulary cards |Read and use vocabulary associated with turn: quarter (1/4) turn, angle, right angle, straight line, greater than, less |

| | | |Identify right angles in shapes |Digital camera |than, degree. |

| | | |and in the environment. |2D shapes |Recognise right angles in the school building and take photos with a digital camera. |

| | | | |Hoops (to represent Venn |Sort 2-D shapes according to whether they have all, some or no right angles. E.g. Venn & Carroll diagrams. |

| | | | |diagrams) |Programme the floor turtle to get through a maze. |

| | | | |Floor turtle |Use geo strips to explain that a straight line is the same as two right angles. |

| | | | |Geo strips |use compass points and other directional language to follow and describe a route, for example around a maze or grid marked|

| | | | |Set squares |out on the playground. |

| | | | | |Interpret and describe both the direction of travel and the distance for each section of the route |

| | | | |ICT files |understand that angle is a measure of turn. |

| | | | |Names and properties of 2D and |Use a set-square and a ruler to draw a square with sides of 12 cm. |

| | | | |3D shapes |How many right angles are there in this pentagon? How could you check? |

| | | | |Shape sort | |

| | | | |3d shape facts |recognise that when you turn through a half turn you end up facing the opposite direction |

| | | | |Quadrilateral-triangle Venn | |

| | | | |diagram sorter |learn that a quarter turn is equal to a turn of 90 degrees when, for example, programming a floor robot to follow a marked|

| | | | | |route. |

| | | | | |appreciate that a quarter turn is also equivalent to a right angle |

| | | | | |explore, for example, how many right angles are needed to turn clockwise from east to west |

| | | | | | |

| | | | | |Paula says that angle A is smaller than angle B. Is she right? Explain your answer. |

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| | | | | |Place a set of shapes in the correct place in this table. |

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| | | | | | |

| | | | | |use geostrips or strips of card joined by a split pin to create an "angle-maker" and use it to show angles that are less |

| | | | | |than, more than or approximately equal to a right angle |

| | | | | |use a set-square to compare given angles (for example, the angles in a 2-D shape) with a right angle. realise that two |

| | | | | |right angles together form a straight line. |

| |Should |Identify right angles in shapes | | |

|Understand angle as a | |and in the environment and | | |

|measure of turn. | |recognise that a straight line is| | |

| | |the same as two right angles. | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

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|year 3 | | | | |

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|Information | | | | |

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|- Divide and rule1 | | | | |

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|- Divide and rule2 | | | | |

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|- teaching mental | | | | |

|calculation strategies| | | | |

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|- teaching written | | | | |

|strategies | | | | |

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|- exemplification of | | | | |

|standards | | | | |

| |Could | | | |

| | |Identify right angles and compare| | |

| | |right angles with other angles. | | |

|Yr 4 | |Must |Know a right angle is 90º and |Unit plans: Autumn unit 4 |Classify shapes according to the no. of right angles they contain. |

| | | |classify shapes according to |Autumn unit 6 |Use ‘Logo’ to draw shapes using repeated commands. |

| | | |whether or not they contain right|Spring unit 4 |Know that angles are measured in degrees: a right angles is 90º, |

| | | |angles. |Spring unit 6 |a full turn is 360º, an angle on a straight line is 180º and half a right angle is 45º. |

| | | | |Summer unit 5 |Recognise right angles as properties of squares and rectangles and know that each angle in an equilateral triangle is 60º.|

| | | | |Summer unit 6 |Make and describe turns of 30º, 60º and 90º using the hands of a clock, e.g. from 10 o’clock to 2 o’clock. |

| | | | | |In geography, make and describe turns using compass directions: E.g. Face west and turn clockwise by 45º, which direction |

| | | | |2D shapes |do you face now? |

| | | | |Hoops (to represent Venn |Work out how many degrees the pointer turns from wash to spin. |

| | | | |diagrams) | |

| | | | |Analogue Clocks |Tell me an angle that is bigger than one right angle and smaller than two right angles. |

| | | | |Compasses | |

| | | | |Set squares |Two of these angles are the same size. Put rings around the two angles which are the same size. |

| | | | |Protractor | |

| | | | | |Draw an angle which is bigger than a right angle. |

| | | | | |follow and give directions which include turning through whole, half and quarter turns. |

| | | | |ICT files |know that a quarter turn is equivalent to 90 degrees and a whole turn is 360 degrees or four right angles. |

| | | | |Names and properties of 2D and |recognise angles that are smaller than and larger than a right angle and start to order angles. |

| | | | |3D shapes |recognise which of two angles is greater and place in order a set of angles, each less than 180 degrees. |

| | | | |Properties of 3D shapes |Look at these six angles. |

| | | | |3D shape properties | |

| | | | |Shape quiz |Which is the smallest angle? |

| | | | |3d shape facts |One of the angles is a right angle. Which is a right angle? |

| | | | |Carroll diagrams for sorting |One of the angles is an obtuse angle. Which is an obtuse angle? |

| | | | |shapes | |

| | | | |Quadrilateral-triangle Venn |use a 45-degree or 60-degree set-square to draw and measure angles of 90, 60, 45 and 30 degrees. |

| | | | |diagram sorter | |

| | | | | | |

| | | | |Problem solving materials |compare the size of angles, for example estimating whether an angle is greater than 60[pic], between 60[pic] and 30[pic], |

| | | | |Reflecting shapes |or less than 30[pic]. They use their set-square to check. |

| | | | |Rows of coins | |

| | | | |Odds and evens | |

| | | | |Straw squares | |

| | | | |3 by 3 grid | |

| | | | | | |

| | | | |games | |

| | | | |Clown clearup | |

| | | | |sailing | |

| |Should |Know the number of degrees in a | | |

|Make turns; estimate, | |right angle, whole turn and | | |

|draw and measure | |straight line. Make and measure | | |

|angles, recognise | |clockwise and anti-clockwise | | |

|rotations. | |turns. | | |

| | | | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

| | | | | |

|year 4 | | | | |

| | | | | |

|Information | | | | |

| | | | | |

|- Divide and rule1 | | | | |

| | | | | |

|- Divide and rule2 | | | | |

| | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

| | | | | |

| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| |Could | | | |

| | |Draw, measure and order 90, 60º, | | |

| | |45º and 30º angles using a set | | |

| | |square. | | |

|Yr 5 | |Must | |Unit plans: autumn unit 8 |Know that angles are measured in degrees. And an angle less than 90º is acute; between 90º and 180º is obtuse; and an |

| | | |Know the number of degrees in a |Spring unit 5a |angle of 180º is a straight line. |

| | | |right angle, whole turn and |Spring unit 5b | |

| | | |straight line. Recognise and |Spring unit 7 |Look at these angles. |

| | | |name angles less than 180º. |Summer unit 8 |[pic] |

| | | | |Summer unit 9 |Which of them are acute angles? Which are obtuse angles? |

| | | | | |Estimate the size of each of the angles. |

| | | | |Digital camera |Given a set of cards with pictures of angles on, they sort them into sets or order them from smallest to largest. |

| | | | |Protractors |They make sensible estimates of the size of angles less than 180[pic] |

| | | | |2D shapes/squared paper |measure angles to within 5 degrees using a protractor or angle measurer. |

| | | | |Set Squares |apply this knowledge to work with shapes drawn on a coordinate grid. For example, they plot the missing vertex of a square|

| | | | | |with sides not parallel or perpendicular to the axes and then check that each angle is 90[pic]. |

| | | | |ICT files | |

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| | | | |Shape quiz | |

| | | | |3D shape properties |Estimate then use a protractor to measure these angles to the nearest 5 degrees |

| | | | |Carroll diagrams for sorting |Use a protractor to draw an angle of 25, 80, 135[pic] . |

| | | | |shapes | |

| | | | |Quadrilateral-triangle Venn | |

| | | | |diagram sorter | |

| | | | | |PQ is a straight line. Calculate the size of angle x or? |

| | | | |Problem solving materials | |

| | | | | | |

| | | | |Virtual pinboard investigation | |

| | | | |How many triangles? | |

| | | | |Polyhedra chain | |

| | | | |Triangles; Symmetry |Use logo to make patterns by rotating shapes e.g. rotations of 90º and 45º. |

| | | | |Spot the shapes 2 | |

| | | | |Four by four; Albert Square; |Independent practical activity: |

| | | | |Planet Zargon |-children take four card semicircles. |

| | | | |All square; Sleigh ride |-draw a line from the centre of each semicircle to the edge, and cut along the line to form two card 'angles'. |

| | | | |Logic coordinates |-shuffle the eight angles on the table top and label them randomly from A to H. |

| | | | |Area-perimeter compound shapes |-estimate the size of each angle, recording their estimates |

| | | | |Cube face colour; Tangram; 3 by|-use estimate to suggest which pairs will go together to form a straight line. |

| | | | |3 grid |-use a protractor to measure each angle, and calculate whether their predictions were correct. |

| | | | | |-check by placing the angles together to form straight lines |

| | | | |games | |

| | | | |Clown clearup | |

| | | | |sailing | |

|Make turns; estimate, |Should | | | |

|draw and measure | | | | |

|angles, recognise | |Use a protractor to measure and | | |

|rotations. | |draw angles less than 180º to the| | |

| | |nearest 5º. | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

| | | | | |

|year 5 | | | | |

| | | | | |

|Information | | | | |

| | | | | |

|- Divide and rule1 | | | | |

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|- Divide and rule2 | | | | |

| | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

| | | | | |

| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| |Could |Use a protractor to measure and | | |

| | |draw angles less than 180º to the| | |

| | |nearest 2º. | | |

|Yr 6 | |Must |Use a protractor to measure and |Unit plans: |Estimate in degrees the size of an angle. |

| | | |draw angles less than 180º to the|Autumn unit 8 |Use a protractor to measure angles less than 180º to the nearest degree and name the angle. |

| | | |nearest 2º. |Autumn unit 10 | |

| | | | |Spring unit 8 |Calculate the third angle of a triangle, given the other two. |

| | | | |Summer unit 3 | |

| | | | |Summer unit 7 |Or use properties of triangle to calculate missing angles, e.g. |

| | | | |Summer unit 11 | |

| | | | |Springboard |Here is an isosceles triangle. Calculate the size of angle x |

| | | | |Lesson 11 | |

| | | | |Lesson 14 |A pupil measured the angles in a triangle. She said: 'The angles are 30[pic], 60[pic] and 100[pic].' Could she be correct?|

| | | | |Lesson 17 |Give reasons. |

| | | | |Lesson 28 | |

| | | | |Analogue clocks (estimating |Calculate angles at a point. There are nine equal angles around a point. What is the size of each angle? |

| | | | |angles) | |

| | | | |Protractors |There are a number of equal angles around a point. The size of each angle is 24[pic]. How many equal angles are there? |

| | | | |Tracing paper (rotation) | |

| | | | |Set Squares |Sketch the position of a simple shape after a rotation of 90º or 180º about a vertex. |

| | | | |ICT files | |

| | | | |Rotations and coordinates |What is the angle between the hands of a clock at four o'clock? Explain how you know. |

| | | | |Quadrilateral rummy | |

| | | | |Problem solving materials |Look at the angle. |

| | | | | | |

| | | | |Reasoning about shapes; Angles |Ring the measurement that is the approximate size of the angle. |

| | | | |; |60[pic] 90[pic] 110[pic] 135[pic] 240[pic] |

| | | | |Virtual pinboard investigation;| |

| | | | |How many triangles?; Triangles;| |

| | | | |Symmetry ; Spot the shapes 2; |Measure the internal angles of regular polygons and record these systematically in a table against the number of sides of |

| | | | |Four by four; |the shape |

| | | | |All square; | |

| | | | |Sleigh ride; Logic |Use a Logo procedure to explore the external angle properties of regular polygons |

| | | | |coordinates;; Tangram; 3 by 3 | |

| | | | |grid; |Estimate the size of each of a set of angles. Now measure them to the nearest degree. How close was your estimate? |

| | | | | | |

| | | | |games | |

| | | | |Clown clearup | |

| | | | |sailing | |

|Make turns; estimate, |Should |Use a protractor to measure and | | |

|draw and measure | |draw angles less than 180º to the| | |

|angles, recognise | |nearest degree. | | |

|rotations. | | | | |

| | | | | |

| | | | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

| | | | | |

|year 6 | | | | |

| |Could |Use a protractor to draw acute, | | |

| | |obtuse and reflex angles and to | | |

| | |construct a triangle. | | |

|Yr 6 | |Must |Use a protractor to measure and |Unit plans: |Explain why a triangle can never have a reflex angle but a quadrilateral can. |

| | | |draw angles less than 180º to the|Autumn unit 8 |Use Logo to write instructions to draw a parallelogram. |

| | | |nearest 2º. |Autumn unit 10 |Use protractor to measure angles to the nearest degree |

| | | | |Spring unit 8 | |

| | | | |Summer unit 3 | |

| | | | |Summer unit 7 |Look at the shape on the grid. |

| | | | |Summer unit 11 |Turn it through one right angle around the point A. |

| | | | |Springboard |Draw its new position. |

| | | | |Lesson 11 |You may use tracing paper. |

| | | | |Lesson 14 | |

| | | | |Lesson 17 |Here is the start of a spiral sequence of right-angled triangles. Draw accurately the next right-angled triangle on the |

| | | | |Lesson 28 |diagram. |

| | | | |Analogue clocks (estimating | |

| | | | |angles) |Here is an equilateral triangle inside a rectangle. |

| | | | |Protractors | |

| | | | |Tracing paper (rotation) | |

| | | | |Set Squares | |

| | | | |ICT files | |

| | | | |Rotations and coordinates |This is a design for an arrowhead. Below is part of a larger scale drawing of the arrowhead. The drawing has the same size|

| | | | |Quadrilateral rummy |angles as the design. Draw two more lines to complete the arrowhead accurately. |

| | | | |Problem solving materials | |

| | | | | | |

| | | | |Reasoning about shapes; Angles | |

| | | | |; | |

| | | | |Virtual pinboard investigation;| |

| | | | |How many triangles?; Triangles;| |

| | | | |Symmetry ; Spot the shapes 2; | |

| | | | |Four by four; | |

| | | | |All square; | |

| | | | |Sleigh ride; Logic | |

| | | | |coordinates;; Tangram; 3 by 3 | |

| | | | |grid; | |

| | | | | | |

| | | | |games | |

| | | | |Clown clearup | |

| | | | |sailing | |

|Make turns; estimate, |Should |Use a protractor to measure and | | |

|draw and measure | |draw angles less than 180º to the| | |

|angles, recognise | |nearest degree. | | |

|rotations. | | | | |

| | | | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

| | | | | |

|year 6 into year 7 | | | | |

| | | | | |

|Information | | | | |

| | | | | |

|- Divide and rule1 | | | | |

| | | | | |

|- Divide and rule2 | | | | |

| | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

| | | | | |

| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| |Could |Use a protractor to draw acute, | | |

| | |obtuse and reflex angles and to | | |

| | |construct a triangle. | | |

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