Coordinates
Pupils should be taught to:

describe positions on a 2D grid as coordinates in the first quadrant
 describe movements between positions as translations of a given unit to the left/right
and up/down 
plot specified points and draw sides to complete a given polygon.
Notes and guidance (nonstatutory)
Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They
read, write and use pairs of coordinates, for example (2, 5), including using coordinateplotting
ICT tools.
Geometry – properties of shapes
Pupils should be taught to:
 identify 3D shapes, including cubes and other cuboids, from 2D representations
 know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
 draw given angles, and measure them in degrees (°)
 identify:
 angles at a point and 1 whole turn (total 360°)
 angles at a point on a straight line and half a turn (total 180°)
 other multiples of 90°
 use the properties of rectangles to deduce related facts and find missing lengths and angles
 distinguish between regular and irregular polygons based on reasoning about equal sides and angles
Notes and guidance (nonstatutory)
Pupils become accurate in drawing lines with a ruler to the nearest millimetre, and measuring with a protractor. They use conventional markings for parallel lines and right angles.
Pupils use the term diagonal and make conjectures about the angles formed between sides, and between diagonals and parallel sides, and other properties of quadrilaterals, for example using dynamic geometry ICT tools.
Pupils use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems.
Geometry – position and direction
Pupils should be taught to:
 identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed
Notes and guidance (nonstatutory)
Pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes.
Geometry – properties of shapes
Pupils should be taught to:
 draw 2D shapes using given dimensions and angles
 recognise, describe and build simple 3D shapes, including making nets
 compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
 illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
 recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
Notes and guidance (nonstatutory)
Pupils draw shapes and nets accurately, using measuring tools and conventional markings and labels for lines and angles.
Pupils describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements.
These relationships might be expressed algebraically for example, d = 2 × r; a = 180 − (b + c).
Geometry – position and direction
Pupils should be taught to:
 describe positions on the full coordinate grid (all 4 quadrants)
 draw and translate simple shapes on the coordinate plane, and reflect them in the axes
Notes and guidance (nonstatutory)
Pupils draw and label a pair of axes in all 4 quadrants with equal scaling. This extends their knowledge of one quadrant to all 4 quadrants, including the use of negative numbers.
Pupils draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in the four quadrants, predicting missing coordinates using the properties of shapes. These might be expressed algebraically for example, translating vertex (a, b) to (a − 2, b + 3); (a, b) and (a + d, b + d) being opposite vertices of a square of side d.