Describe position using language such as to’, top Forwards, Backwards Pupils experience following instructions, devising and stating instructions ‘behind’, ‘next ‘on of’ and for other pupils to follow and programming a robot with instructions. ‘between’ Left, Describe position, direction and movement, including whole, half, This unit is an ideal opportunity to introduce the four points of the quarter and three-quarter turns Angle Connect moving clockwise with movement on a clock face compass. Right angle Understanding degrees as a way of measuring angles is not introduced Stage 5. Turn It is thought that the origin of the name angle’ is the Latin word for Quarter, Half, Three quarters as in perpendicular to the horizontal base in architectural ‘upright’; contexts. Rotation NCETM: Position Direction Common approaches Straight All pupils experience the of a angle by turning through quarter ‘feel’ Line turns Clockwise, anticlockwise Reasoning opportunities and probing questions Suggested activities Possible misconceptions
Describe position using language such as ‘behind’, ‘next to’, ‘on top of’ and ‘between’ Describe position, direction and movement, including whole, half, quarter and three-quarter turns Connect moving clockwise with movement on a clock face Forwards, Backwards Left, Angle Right angle Turn Quarter, Half, Three quarters Rotation Position Direction Straight Line Clockwise, anticlockwise Pupils experience following instructions, devising and stating instructions for other pupils to follow and programming a robot with instructions. This unit is an ideal opportunity to introduce the four points of the compass. Understanding degrees as a way of measuring angles is not introduced Stage 5. It is thought that the origin of the name angle’ is the Latin word for ‘upright’; as in perpendicular to the horizontal base in architectural contexts. NCETM: Common approaches All pupils experience the ‘feel’ of a angle by turning through quarter turns Reasoning opportunities and probing questions Suggested activities Possible misconceptions
Scheme-of-Learning-Maths-KS3.docx