A Projective Investigation: Darwin’s Coastal Defences · Were the coastal defences of Darwin in...

A Projective Investigation: Darwin’s Coastal Defences

< www.nt.gov.au/defenceofdarwin> | Upper Primary


| Upper Primary 1


Were the coastal defences of Darwin in 1942 adequate to repel an

attack from the sea?

Rationale

This investigation uses a ‘whatthe historical facts of February 1942 to build student knowledge of the geographical and political position of Darwin in the problem- based scenario to provide an opportunity for students to apply knowledge developed through the Defence of Darwin Experience and related internet based sources.

The scenario and subsequent questions require students to use knowledge meaningfully by engaging students in complex reasoning processes. These processes require students to decide on important information, organise and make decisions about guclassifying and comparison of coastal and ship guns and inductive reasoning processes to develop conclusions about the effectiveness of the defensive capabilities of Darwin in 1942.

The activity will also develop connectedness to the worldecision making, problem solving, i

The activity takes an interdisciplinary focus bringing together history, geography, mathematics, ICT and science.

Year levels

This investigation is suitable for year 6/7 students.

Investigation

This investigation requires studentone resource. Investigating in this context will require students to engage in a number of related tasks. The investigative activity focuses student activity through ‘key questions’, each of these key questions will allow students to understand aspects of the fictitious scenario.

Key Questions

• What shore based weapons were in Darwin in 1942?

• Where were the shore based defences positioned in and around Darwin?

• What offensive weapons did the be used in an attack?

The key questions point students to the acquiring and integrating of new knowledge of the operational capabilities of the coastal defences and the ships guns to form the basis of decisions about Darwin’s coastal defensive capabilities. Students will need to be guided in the organising and decisions of relevance of this new knowledge. They will extend and refine knowledge as they examine, compare and analyse knowledge and information about thguns in a way that helps them make new connections, gain new insights, and clarify the

< www.nt.gov.au/defenceofdarwin>I


This investigation uses a ‘what would have happened if…’ approach to engage students in the historical facts of February 1942 to build student knowledge of the geographical and political position of Darwin in the Asia-Pacific Theatre of World War 2. It uses a fictitious

based scenario to provide an opportunity for students to apply knowledge developed through the Defence of Darwin Experience and related internet based sources.

The scenario and subsequent questions require students to use knowledge meaningfully by g students in complex reasoning processes. These processes require students to

decide on important information, organise and make decisions about gun capabilities. The ison of coastal and ship guns will bring students to the abstracti

and inductive reasoning processes to develop conclusions about the effectiveness of the defensive capabilities of Darwin in 1942.

The activity will also develop connectedness to the world outside the classroom throughdecision making, problem solving, investigation and inquiry.

The activity takes an interdisciplinary focus bringing together history, geography, mathematics, ICT and science.

This investigation is suitable for year 6/7 students.

This investigation requires students to do more than simply gather informationone resource. Investigating in this context will require students to engage in a number of related tasks. The investigative activity focuses student activity through ‘key questions’, each

questions will allow students to understand aspects of the fictitious scenario.

What shore based weapons were in Darwin in 1942?

Where were the shore based defences positioned in and around Darwin?

What offensive weapons did the Japanese Imperial Navy Ships have that could be used in an attack?

The key questions point students to the acquiring and integrating of new knowledge of the operational capabilities of the coastal defences and the ships guns to form the basis of

about Darwin’s coastal defensive capabilities. Students will need to be guided in the organising and decisions of relevance of this new knowledge. They will extend and refine knowledge as they examine, compare and analyse knowledge and information about thguns in a way that helps them make new connections, gain new insights, and clarify the

I Upper Primary 2


to engage students in the historical facts of February 1942 to build student knowledge of the geographical and

Pacific Theatre of World War 2. It uses a fictitious based scenario to provide an opportunity for students to apply knowledge

developed through the Defence of Darwin Experience and related internet based sources.

The scenario and subsequent questions require students to use knowledge meaningfully by g students in complex reasoning processes. These processes require students to

n capabilities. The will bring students to the abstracting

and inductive reasoning processes to develop conclusions about the effectiveness of the

d outside the classroom through

The activity takes an interdisciplinary focus bringing together history, geography,

gather information or to go to one resource. Investigating in this context will require students to engage in a number of related tasks. The investigative activity focuses student activity through ‘key questions’, each

questions will allow students to understand aspects of the fictitious scenario.

Where were the shore based defences positioned in and around Darwin?

Japanese Imperial Navy Ships have that could

The key questions point students to the acquiring and integrating of new knowledge of the operational capabilities of the coastal defences and the ships guns to form the basis of

about Darwin’s coastal defensive capabilities. Students will need to be guided in the organising and decisions of relevance of this new knowledge. They will extend and refine knowledge as they examine, compare and analyse knowledge and information about the guns in a way that helps them make new connections, gain new insights, and clarify the

importance of the types and characteristics of the offensive capabilities of the different types of guns. Focusing questions in the table below have been organised toreasoning processes (CRP).

CRP Dimensions

DECISION MAKING,

generating and applying criteria

to selected characteristics of to

solve a problem.

CLASSIFYING, the process of

grouping things into definable

categories on the basis of their

attributes.

COMPARING, the process of

identifying and articulating

similarities and differences

between the weapons: it is the

process of describing how

things are the same and

different.

ABSTRACTING, identifying

and articulating the underlying

theme or general pattern of

information. It is the process of

finding and explaining general

patterns in specific information

and/or situations.

INDUCTIVE REASONING,

process of inferring unknown

generalizations or principles

from the analysis of information

or observations. Stated more

simply, it is the process of

making general conclusions

from specific information or

observations.

CONSTRUCTING SUPPORT,

the process of building systems

of support for assertions


importance of the types and characteristics of the offensive capabilities of the different types

Focusing questions in the table below have been organised to represent the complex

Focusing Questions

generating and applying criteria

to selected characteristics of to

What are the important offensive and defensive weapons?

What knowledge needs to be acquired?

What criteria are important for making decisions about the

effectiveness of the defensive Darwin’s coastal defensive

guns or the Japanese Imperial Navy’s offensive guns?

CLASSIFYING, the process of

nable

categories on the basis of their

What characteristics must be classified?

What characteristics of the defensive and/or offensive

capabilities are alike and can or should they be grouped

together?

COMPARING, the process of

between the weapons: it is the

What are the gun characteristics that are important to the

defence of Darwin?

What are the gun characteristics important

attack on Darwin?

What characteristics need to compared in the defensive

and offensive capabilities, what are the important criteria?

How are they the same? How are the different?

and articulating the underlying

information. It is the process of

finding and explaining general

patterns in specific information

What is the theme or pattern evident in the defensive

capabilities of Darwin’s coastal guns?

What is the theme or pattern evident in the offensive

capabilities of Japanese Imperial Navy ships?

process of inferring unknown

from the analysis of information

or observations. Stated more

What specific information has been collected? Where are

the knowledge gaps? Is there a need for more

information?

What are the connections or patterns evident between the

defensive and offensive capabilities?

What are the conclusions or predictions that can be made

that are relevant to this fictitious scenario?

CONSTRUCTING SUPPORT,

the process of building systems

What is needed to support the conclusions about the sea

attack on Darwin?

What specific evidence, facts or examples will be needed

to support the argument?

I Upper Primary 3

importance of the types and characteristics of the offensive capabilities of the different types

represent the complex

Focusing Questions

What are the important offensive and defensive weapons?

What criteria are important for making decisions about the

effectiveness of the defensive Darwin’s coastal defensive

guns or the Japanese Imperial Navy’s offensive guns?

What characteristics must be classified?

What characteristics of the defensive and/or offensive

capabilities are alike and can or should they be grouped

What are the gun characteristics that are important to the

What are the gun characteristics important to the fictitious

What characteristics need to compared in the defensive

and offensive capabilities, what are the important criteria?

How are they the same? How are the different?

What is the theme or pattern evident in the defensive

or pattern evident in the offensive

capabilities of Japanese Imperial Navy ships?

information has been collected? Where are

the knowledge gaps? Is there a need for more

What are the connections or patterns evident between the

What are the conclusions or predictions that can be made

are relevant to this fictitious scenario?

What is needed to support the conclusions about the sea

What specific evidence, facts or examples will be needed

Resources, pointers and hints

Darwin’s Coastal Based Guns in 1942

• Types, characteristics and positions for student consideration

• Useful Characteristics: rate of fire, projectile types and dimensions, range, angles of fire, arc

• Using a map of Darwin that also showopportunities for students to plot positions of the Japanese Imperial Navy

Resources

• Defence of Darwin Experience and the Darwin Military museum (http://www.defenceofdarwin.nt.gov.au

The details of the shore defences are spread Experience and the Militardefence gun, however these enough information for the students to find this outinch gun that was the main coastal defence, inforgleaned from the exhibits in the Military

• There were also QF 6 pounder, 57 mm positions and number are not obvious and students will need to investigate

• Photographs of all aspects of the coastal guns are available at the War Museum: http://www.awm.gov.au/search/collections/need to type your query into the search field. For example: 6 inch guns Darwin provides:

• The Naval Weapons of the World site at provides characteristics of both the go to the British section as

Japanese Imperial Navy Offensive capabilities

• Battleship: Kirishima guns. Useful characteristics for student investigation: rate of fire, projectile types and dimensions, range, angles of fire, arc of fire and muzzle velocity.

• Heavy Cruisers: Tone (127mm) guns.

• Kagero Class Destroyers:(127mm) guns.


Resources, pointers and hints

Based Guns in 1942

Types, characteristics and positions for student consideration:

Useful Characteristics: rate of fire, projectile types and dimensions, range, angles of fire, arc of fire and muzzle velocity.

Using a map of Darwin that also shows the Tiwi Islands provideopportunities for students to plot positions of the shore batterJapanese Imperial Navy ships.

Defence of Darwin Experience and the Darwin Military museum http://www.defenceofdarwin.nt.gov.au)

The details of the shore defences are spread through both the Defence of Darwin Experience and the Military Museum. Most obvious is the 9.2 inch coastal defence gun, however these guns were not in place in February 1942enough information for the students to find this out). The military museum has a 6 inch gun that was the main coastal defence, information and positioning can gleaned from the exhibits in the Military Museum.

There were also QF 6 pounder, 57 mm twin-mount coastal defence gunspositions and number are not obvious and students will need to investigate

Photographs of all aspects of the coastal guns are available at the War Museum: www.awm.gov.au/search/collections/ . This is the search engine; you will

query into the search field. For example: 6 inch guns Darwin

he Naval Weapons of the World site at http://www.navweaps.com/Weaponscharacteristics of both the ship and shore based guns

section as the guns were made in Britain.

Japanese Imperial Navy Offensive capabilities

had eight 14 inch (356 mm) guns and 16, 6 inch (152 mm) guns. Useful characteristics for student investigation: rate of fire, projectile types and dimensions, range, angles of fire, arc of fire and muzzle velocity.

Tone and Chikuma had eight 8 inch (203mm) guns and eight 5inch

Destroyers: Urakaze, Tanikaze, and Hamakaze had six 5 inch

I Upper Primary 4

Useful Characteristics: rate of fire, projectile types and dimensions, range,

the Tiwi Islands provides atteries and the

Defence of Darwin Experience and the Darwin Military museum

both the Defence of Darwin y Museum. Most obvious is the 9.2 inch coastal

guns were not in place in February 1942 (there is . The military museum has a 6

mation and positioning can

ount coastal defence guns, the positions and number are not obvious and students will need to investigate these.

Photographs of all aspects of the coastal guns are available at the War Museum: This is the search engine; you will

query into the search field. For example: 6 inch guns Darwin

http://www.navweaps.com/Weapons hore based guns. You will need to

had eight 14 inch (356 mm) guns and 16, 6 inch (152 mm) guns. Useful characteristics for student investigation: rate of fire, projectile types and

ght 8 inch (203mm) guns and eight 5inch

had six 5 inch

Resources

• Defence of Darwin Experience

The characteristics of the Japanese Imperial Navy task force involved in the attack on Darwin can be found on the video touch screen at the For example: displacement, length, beam, draft, s

• The Naval Weapons of the World site at provides characteristics of the Japanese Imperial navy guns, such as rateprojectile types and dimensions, range, angles of fire, arc of fire and muzzle velocity.

Associated Activities of Interest: Acquiring, Integrating and Extending New knowledge

1. Information collecting and presentation: and classify is the most useful tool.

2. Plotting and positions: Imperial Japanese Navy ships and the coastal defence gun emplacements will give students the best visual understanding of students scribe the ‘arc range’ of all guns: ship and coastal, again this will visualise the information collected to lead to some conclusions. Google maps and Smart boards will be useful here.

Students can also, using the ship speedsapproach to Darwin. This will take some maths; speeddistance = speed x time, note the need to convert the units, if the speed is not in kms/hr.

3. Projectile Motion

Projectile motion is the curved path that a projectile takes as it moves through the air. The path of the projectile varies with the angle at which it is fired. The angle of firing also defines the distance the projectile will travel.

There are a number ofdevelop the concepts of projectile motion.

Games: this can be useful

http://www.physicsgames.com/projectile

Animations: show the projectile path

http://www.upscale.utoronto.ca/GeneralInterest/Harrison/Flash/ClassMechanics/Projectile/Projectile.html

http://www.physicsclassroom.com/shwave/projectile.cfm

http://www.physicsclassroom.com/mmedia/vectors/bds.cfm


Defence of Darwin Experience (http://www.defenceofdarwin.nt.gov.au

The characteristics of the Japanese Imperial Navy task force involved in the attack on Darwin can be found on the video touch screen at the Bombing of Darwin For example: displacement, length, beam, draft, speed and armaments.

The Naval Weapons of the World site at http://www.navweaps.com/Weaponscharacteristics of the Japanese Imperial navy guns, such as rate

projectile types and dimensions, range, angles of fire, arc of fire and muzzle velocity.

Associated Activities of Interest: Acquiring, Integrating and Extending New

Information collecting and presentation: The use spreadsheets as a and classify is the most useful tool.

Plotting and positions: Plotting the positions on a map of the fictitious inImperial Japanese Navy ships and the coastal defence gun emplacements will give students the best visual understanding of the scenario. It is also important to have students scribe the ‘arc range’ of all guns: ship and coastal, again this will visualise the information collected to lead to some conclusions. Google maps and Smart boards will be useful here.

using the ship speeds, plot the ships every hour to track their approach to Darwin. This will take some maths; speed = distance/time, therefore

= speed x time, note the need to convert the units, if the speed is not in

rojectile motion is the curved path that a projectile takes as it moves through the air. The path of the projectile varies with the angle at which it is fired. The angle of firing also defines the distance the projectile will travel.

There are a number of learning objects (games and applets) that can be used to e concepts of projectile motion.

this can be useful for lower grades

http://www.physicsgames.com/projectile-games_turkey-fling/

show the projectile path

http://www.upscale.utoronto.ca/GeneralInterest/Harrison/Flash/ClassMechanics/Proj

http://www.physicsclassroom.com/shwave/projectile.cfm

http://www.physicsclassroom.com/mmedia/vectors/bds.cfm

I Upper Primary 5

http://www.defenceofdarwin.nt.gov.au)

The characteristics of the Japanese Imperial Navy task force involved in the attack Bombing of Darwin display.

peed and armaments.

http://www.navweaps.com/Weapons characteristics of the Japanese Imperial navy guns, such as rate of fire,

projectile types and dimensions, range, angles of fire, arc of fire and muzzle velocity.

Associated Activities of Interest: Acquiring, Integrating and Extending New

spreadsheets as a tool to sort

of the fictitious incoming Imperial Japanese Navy ships and the coastal defence gun emplacements will give

the scenario. It is also important to have students scribe the ‘arc range’ of all guns: ship and coastal, again this will visualise the information collected to lead to some conclusions. Google maps and Smart

plot the ships every hour to track their = distance/time, therefore

= speed x time, note the need to convert the units, if the speed is not in

rojectile motion is the curved path that a projectile takes as it moves through the air. The path of the projectile varies with the angle at which it is fired. The angle of firing

learning objects (games and applets) that can be used to

http://www.upscale.utoronto.ca/GeneralInterest/Harrison/Flash/ClassMechanics/Proj

http://www.walter-fendt.de/ph14e/projectile.htm

http://galileo.phys.virginia.edu/classes/109N/more_stuff/Applets/ProjectileMotion/jarapplet.html

http://jersey.uoregon.edu/vlab/Cannon/

Maximum Distance: angle of fire. There are many science investigation activities students can do to test this principle (as well as using the animations above) such as making testing the relationship between angle of fire and distance the projectile travels, while keeping all other variables the same. Some links to look at (remember the safety).

• As simple as some rubber bands between fingers http://www.wikihow.com/Category:Slingshots

• Bows and arrows http://en.wikipedia.org/wiki/Bow_and_arrow, Ballista catapults http://en.wikipedia.org/wiki/Catapult; great links to roman and medieval history

• http://www.sciencebuddies.org/scienceprojects/project_ideas/Phys_p061.shtmlmaking

4. Distance to the Horizon

The distance to the horizon is important as ships below the horizon are invisible to people on the shore. The distance to the geometric horizon is 3.57 km times the square root of the height of the eye of the observer in meters.


fendt.de/ph14e/projectile.htm

http://galileo.phys.virginia.edu/classes/109N/more_stuff/Applets/ProjectileMotion/jara

on.edu/vlab/Cannon/

Projectiles have a maximum distance that is related to the angle of fire. There are many science investigation activities students can do to test this principle (as well as using the animations above) such as making testing the relationship between angle of fire and distance the projectile travels, while keeping all other variables the same. Some links to look at (remember the safety).

As simple as some rubber bands between fingers http://www.wikihow.com/Category:Slingshots-and-Catapults

Bows and arrows http://en.wikipedia.org/wiki/Bow_and_arrow, Ballista catapults http://en.wikipedia.org/wiki/Catapult; great links to roman and

story

http://www.sciencebuddies.org/science-fair-projects/project_ideas/Phys_p061.shtml : detailed project and will take some

istance to the Horizon

The distance to the horizon is important as ships below the horizon are invisible to The distance to the geometric horizon is 3.57 km times the

square root of the height of the eye of the observer in meters.

I Upper Primary 6

http://galileo.phys.virginia.edu/classes/109N/more_stuff/Applets/ProjectileMotion/jara

Projectiles have a maximum distance that is related to the angle of fire. There are many science investigation activities students can do to test this principle (as well as using the animations above) such as making catapults testing the relationship between angle of fire and distance the projectile travels, while keeping all other variables the same. Some links to look at (remember the safety).

Catapults

Bows and arrows http://en.wikipedia.org/wiki/Bow_and_arrow, Ballista catapults http://en.wikipedia.org/wiki/Catapult; great links to roman and

detailed project and will take some

The distance to the horizon is important as ships below the horizon are invisible to The distance to the geometric horizon is 3.57 km times the

5. Useful Graphic Organisers: organising the knowledge:

6. How far away: The determining of the distance a ship is from the gun is an essential. Rangefinders are devices that measures distance and bearing from the observer to the target. In 1942 the coastal drangefinders used prisms and similar triangle calculations to determine distance. The rangefinder below consists essentially of a system of optical units assembled in a long, cylindrical tube. The tube is supportrangefinder on the target.

If you wanted to

This calculation should be taken as a guide only as it assumes

the earth is a perfect ball 6378137 metres in radius. It also

assumes the horizon you are looking at is at sea level. A

triangle is formed with the centre of the earth (C) as

the horizon point (H) is a right angle and the observer (O) the

third corner. Using Pythagoras's theorem we can calculate the

distance from the observer to the horizon (OH), knowing CH is

the earth's radius (r) and CO is the earth's radius (r)

observer's height (v) above sea level.


Useful Graphic Organisers: This site might be useful to students for the sorting and organising the knowledge: http://www.pgcps.pg.k12.md.us/~elc/dolgraphicorg.html

The determining of the distance a ship is from the gun is an essential. Rangefinders are devices that measures distance and bearing from the observer to the target. In 1942 the coastal defences had a number of range finders. The rangefinders used prisms and similar triangle calculations to determine distance. The rangefinder below consists essentially of a system of optical units assembled in a long, cylindrical tube. The tube is supported by a mount, which permits training the rangefinder on the target.

Rangefinder in the Military Museum

If you wanted to do the mathematics



assumes the horizon you are looking at is at sea level. A

triangle is formed with the centre of the earth (C) as one point,




the earth's radius (r) and CO is the earth's radius (r) plus

observer's height (v) above sea level.

I Upper Primary 7

This site might be useful to students for the sorting and http://www.pgcps.pg.k12.md.us/~elc/dolgraphicorg.html .

The determining of the distance a ship is from the gun is an essential. Rangefinders are devices that measures distance and bearing from the observer to

efences had a number of range finders. The rangefinders used prisms and similar triangle calculations to determine distance. The rangefinder below consists essentially of a system of optical units assembled in a

ed by a mount, which permits training the



one point,




Some indirect measurement activities that utilise mathematics to solve problems:

http://www.redmond.k12.or.us/14552011718214563/lib/14552011718214563/Lesson_11.3.pdf

http://www.ohiorc.org/orc_documents/orc/RichProblems/DiscoveryHow_Wide_is_the_River.pdf

And an interactive gameDarwin’, may interest the s

http://www.nma.gov.au/interactives/ahm/darwin/darwin_v1.html



http://www.redmond.k12.or.us/14552011718214563/lib/14552011718214563/Lesson_11

http://www.ohiorc.org/orc_documents/orc/RichProblems/Discovery-How_Wide_is_the_River.pdf

And an interactive game from the National Museum of Australia, ‘The Bombing of may interest the students.

interactives/ahm/darwin/darwin_v1.html

I Upper Primary 8


http://www.redmond.k12.or.us/14552011718214563/lib/14552011718214563/Lesson_11

, ‘The Bombing of

AUSTRALIAN

This investigation brings the possibility of working with students in an interdisciplinary mode

by combining a number of discipline areas from the

Mathematics, Geography and Science. However, the investigations can be discipline based

depending on the class and school modes of curriculum organisation.

The following identifies aspect of the

SUB-STRANDQuestioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

Science provides an empirical way of answering interesting and important questions about physical and technological world.


AUSTRALIAN CURRICULUM LINKS


by combining a number of discipline areas from the Australian Curriculum: History,


depending on the class and school modes of curriculum organisation.

The following identifies aspect of the Australian Curriculum relevant to these investigations.

Science Inquiry Skills

SCIENCE

STRAND DESCRIPTION YEAR 6 Questioning and Identifying and constructing

questions, proposing hypotheses and suggesting possible outcomes

Planning and conducting Making decisions regarding how to investigate or solve a problem and carrying out an investigation, including the collection of data

Processing and analysing data and information

Representing data in meaningful and useful ways; identifying trends, patterns and relationships in data, and using this evidence to justify conclusions Considering the quality of available evidence and the merit or significance of a claim, proposition or conclusion with reference to that evidence

Communicating Conveying information or ideas to others through appropriate representations, text types and modes

Science provides an empirical way of answering interesting and important questions about physical and technological world.

I Upper Primary 9


Curriculum: History,


Curriculum relevant to these investigations.

Identifying and constructing

hypotheses and suggesting

Making decisions regarding solve a

problem and carrying out an

meaningful and useful ways;

available evidence and the

conclusion with reference to

appropriate representations,

Science provides an empirical way of answering interesting and important questions about

Science as a Human Endeavour

YEAR 6

SUB-STRAND Nature and development of science Use and influence of science

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and AlgebraProbability. Content Descriptions Number and Algebra: Year 6 Number and place value Identify and describe properties of prime, composite, square and triangular numbersSelect and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbersInvestigate everyday situations that use integers. Measurement and Geometry:Year 6 Using units of measurement

Connect decimal representations to the metric systemConvert between common metric units of Solve problems involving the comparison of lengths and areas using appropriate units

Location and transformation

Investigate combinations of translations, reflections and rotations, with of digital technologies. Introduce the Cartesian coordinate system

Geometric reasoning

Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles. Statistics and Probability: Data representations and interpretationYear 6 Interpret and compare a range of data displays, including sidecategorical variables. Interpret secondary data presented in digital media and


Science as a Human Endeavour

Descriptors Gathering data and using evidence to develop explanations of events and phenomena Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives

MATHEMATICS

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and

Number and Algebra, Measurement and Geometry, and Statistics and

Identify and describe properties of prime, composite, square and triangular numbersSelect and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers. Investigate everyday situations that use integers.

Measurement and Geometry:

Using units of measurement

Connect decimal representations to the metric system. Convert between common metric units of length, mass and capacity. Solve problems involving the comparison of lengths and areas using appropriate units

Location and transformation

Investigate combinations of translations, reflections and rotations, with and without the use

Cartesian coordinate system using all four quadrants.

Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles.

Statistics and Probability: Data representations and interpretation

Interpret and compare a range of data displays, including side-by-side column graphs for two

Interpret secondary data presented in digital media and elsewhere.

I Upper Primary 10

Gathering data and using evidence to develop explanations

Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and

Statistics and

Identify and describe properties of prime, composite, square and triangular numbers. Select and apply efficient mental and written strategies and appropriate digital technologies

Solve problems involving the comparison of lengths and areas using appropriate units.

and without the use

Investigate, with and without digital technologies, angles on a straight line, angles at a point

side column graphs for two

The Geography National Curriculum Shaping Paper suggests that geography will be structured to produce knowledge and understanding in Years 5and their origins (link with Year 6 Hresources. This provides an opportunity to teach geomorphology through the study of a particular landscape, such as a coast, a mountain area or a major valley. Landscapes can also be studied as a combination of geological, geomorphologlayers that evolve over time, providing a way of integrating several aspects of geography.


GEOGRAPHY

The Geography National Curriculum Shaping Paper suggests that geography will be structured to produce knowledge and understanding in Years 5–6 could to include people

heir origins (link with Year 6 History). In Year 9 the focus is on landscapes and resources. This provides an opportunity to teach geomorphology through the study of a particular landscape, such as a coast, a mountain area or a major valley. Landscapes can also be studied as a combination of geological, geomorphologic, biological and cultural layers that evolve over time, providing a way of integrating several aspects of geography.

I Upper Primary 11

The Geography National Curriculum Shaping Paper suggests that geography will be 6 could to include people

is on landscapes and resources. This provides an opportunity to teach geomorphology through the study of a particular landscape, such as a coast, a mountain area or a major valley. Landscapes can

ic, biological and cultural layers that evolve over time, providing a way of integrating several aspects of geography.

A Projective Investigation: Darwin’s Coastal Defences · Were the coastal defences of Darwin in...

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