Pin the flag at a point and turn it a quarter-turn clockwise on the IWB, or turn a paper shape around a pencil point held at the front.

Take two or three hands-up answers. Listen for it still has the same size and shape, just faces a different way — revoice that, it is the whole lesson in one sentence.

• 90° clockwise about the marked point — point to the centre first: the whole shape turns round this dot, it never slides away from it. After it lands, ask two pupils what stayed the same.
• 180° about the marked point — ask which way did it turn? and let the class notice a half-turn looks the same clockwise or anticlockwise. Turn-and-name: each pupil tells a neighbour one thing that changed.
• 90° anticlockwise about a corner — the centre is now a corner (a vertex) of the shape itself; hold out for pupils naming both the angle and the direction, not just 'it turned'.
• Reading a rotation backwards — this snapshot uses a different shape and a different marked point, so it looks clearly different from the first one. This is the move the final challenge needs. Track one corner from start to finish out loud: it was here, now it is here, that is one quarter-turn this way. Check the centre, compare one corner's start and end, count the quarter-turns, read off the direction.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud. While one pupil works the board, the watching class predicts: hands up to say where the chosen corner will land before the pupil reveals it.

Set the centre of rotation first every time — mistakes come from forgetting the shape turns around a fixed point, not the middle of the shape. For each turn, pick one corner, ask the class to predict its new spot, then let the pupil at the board apply the rotation and check. Revoice: same distance from the centre, just facing a new way.

This is the practice round — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining. While one pupil works, the watching class stays active: hands up to name the turn before it is tested.

On the last challenge there is no move handed over — the class has to describe the rotation (centre, angle, direction) that fits the target, then test it. Use the reading-backwards method from Watch and Notice: track one corner from start to target, count the quarter-turns, read off the direction. Hold out for all three parts of the description; 'it turned' is not enough.