The foundation of geometric knowledge and understanding starts in primary school, and in contemporary mathematics education there is an emphasis on identifying learning progressions and trajectories as a way of moving students forward. The van Hiele (1986) theory is well-documented and provides insights into the progression and differences of individuals' geometric thinking. Van Hiele's theory significantly influences geometry curricula worldwide and contains teaching phases that can help all teachers understand developmentally appropriate ways to facilitate their students' geometric thinking. This article considers previous work by presenting dynamic geometry software (DGS) as a tool for a teaching sequence that is embedded within the van Hiele Teaching Phases and links theory and practice within a primary mathematics classroom.