In this article, the authors talk about transformation geometry being treated as little more than a set of tricks rather than as a mathematically rigorous topic. This appears to lead to pupils seeing little point in studying "reflections, rotations and translations" as other than examinable items in some future test. Following the argument developed by Wesslen and Fernandez (2005) for the inclusion of glide reflections in the school mathematics curriculum, the authors have looked at some activities which might engage pupils in thinking about transformations as elements of a system. They believe that glide reflections complete pupils' repertoire of geometric transformations. (Contains 4 figures and 2 notes.)