Run this as a quick whole-class movement, not a discussion. Everyone stands, everyone makes the small turn, then the bigger turn.

Take two or three hands-up answers to what changed? Listen for pupils saying they turned further the second time. Steer toward the word turn, and hold back the word angle until the next step, where the class meets it on the board.

Demonstrate live with two joined card strips at the visualiser (no interactive in this step). Three moves the class watches:

• Open a little, then open wide from the same corner — hold out for the wider opening is the bigger angle.
• Use the clock hand from 12: a small swing, then a larger swing, naming each as a turn.
• The catch: open to a set width, then swap in a longer strip at the same width. Do not tell them the answer — ask is the angle bigger now? and let them look.

Say angle and amount of turn as you go so the words land with the picture. Name the two strips as the arms the first time you show them.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud.

Use the angle-tool in explore mode. Before each opening, the whole class shows in the air how far the arm will swing; then call a pupil up to drag the arm to match. Work the four openings in order — a narrow one, the square corner, a wide one, then wider than the square corner — so each one is a bit more open than the last.

The angle readout in degrees is on screen; you do not need to name degrees at Stage 3, and do not say protractor or right angle yet. Point at the opening, not the number, and use the plain phrase square corner. Revoice a good prediction between openings: so the arm swept further, and that is the bigger angle.

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.

Run the angle-tool in challenge mode through the practice set below. Each target opens a bit wider than the one before, so the class sees the turn growing. The whole class points in the air first, then the pupil drags the arm to match and presses Check for the ✓. Keep calling on the opening, not the degree number — Stage 3 pupils are comparing turns, not measuring them. Use the ✓ in your narration: yes, that is it — a wider turn than the last one.