Position and direction

Year 3 programme of study

Geometry – properties of shapes

Pupils should be taught to:

  • draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
  • recognise angles as a property of shape or a description of a turn
  • identify right angles, recognise that 2 right angles make a half-turn, 3 make three-quarters of a turn and 4 a complete turn; identify whether angles are greater than or less than a right angle

Year 4 programme of study

Geometry – position and direction

Pupils should be taught to:

  • describe positions on a 2-D 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 (non-statutory)

Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They read, write and use pairs of co-ordinates, for example (2, 5), including using co-ordinate-plotting ICT tools.

Year 5 programme of study

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 (non-statutory)

Pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes.

Year 6 programme of study

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 (non-statutory)

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.