Implement the WA Curriculum Changes for Pre-Primary to Year 6 with ClickView Topics
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Western Australia’s school curriculum is undergoing a significant refresh, with updated learning areas being introduced across primary classrooms. The revised curriculum adapts ACARA’s Australian Curriculum Version 9.0 to the WA context through work led by the School Curriculum and Standards Authority. The rollout began in 2025, when the revised English and Health and Physical Education curriculum became mandatory for Pre-primary to Year 6, while the new Mathematics, HASS, Science and Technologies curricula have been released for full implementation in 2026.
These updates aim to strengthen clarity, consistency, and progression in what students learn from the early years through to upper primary. Across the revised learning areas, there is a clear emphasis on more explicit sequencing of knowledge and skills, stronger alignment with national curriculum expectations, and improved support materials for teachers. The changes are designed to help educators better understand how concepts build year by year while ensuring students develop strong foundations for later learning.
In Mathematics, the curriculum has been reorganised to emphasise clearer developmental progressions from Pre-primary through Year 6 and beyond. Content is now organised into updated sub-strands that reflect how mathematical concepts develop across years, rather than revisiting isolated topics. New and renamed areas such as “Understanding number,” “Calculating with number,” and “Patterns and relationships” place greater emphasis on conceptual understanding, modelling, and connections between mathematical ideas. The revised curriculum also introduces more explicit examples of classroom contexts and tasks to support teacher planning.
English has also been updated to align with Version 9.0 while being contextualised for Western Australian classrooms. The revised curriculum includes clearer year-by-year expectations through updated scope and sequence documents and refined achievement standards. Alongside these changes, teaching support materials have been updated to provide more WA-specific guidance and annotated examples, helping teachers translate the curriculum into classroom practice.
Health and Physical Education has similarly been refined to reflect contemporary priorities in student wellbeing and physical development. The updated curriculum strengthens the sequencing of learning about personal identity, emotional regulation, and interpersonal skills, while also emphasising health literacy and decision-making. In Physical Education, there is continued focus on movement competence, with clearer developmental expectations for fundamental movement skills and their application in games, activities, and cooperative movement contexts.
Together, these updates represent a shift toward a more structured, developmentally sequenced curriculum across WA primary schools—one designed to support both teacher clarity and student learning progression.
In light of the 2026 rollout of HASS, Technologies, Science and Mathematics curricula, we’ve put together a package of resources for each strand of these subjects’ scope and sequences to support teachers in the classroom and keep students engaged and learning.
Explore the links in the tables below to inspire you when it comes to implementing the WA curriculum for HASS, Mathematics, Science or Technologies. Just click on the topic you want to see and filter by year level to find videos, interactives and accompanying resources appropriate for your students.
In addition to these resources, you can now search by Australian v9.0 Curriculum codes on ClickView! Entering a code in the search bar will now display all videos aligned with that code. Clicking on the curriculum codes shown on the video pages to jump straight to related content.
HASS
Mathematics
| Year Level | Strand | Sub-Strand | Related CV Topics |
| Pre-primary – Year 2 | Number and algebra | Understanding Number | Place Value |
| Understanding equalities and inequalities | Comparing Numbers Odd and Even Numbers | ||
| Patterns and relationships | Patterns and Alegbra | ||
| Calculating with number | Whole Number Operations | ||
| Financial mathematics | Financial Literacy | ||
| Modelling with number | Arrays | ||
| Measurement and Geometry | Two-dimensional space and structures | 2D Shapes Length Symmetry | |
| Three-dimensional space and structures | 3D Objects | ||
| Non-spatial measurement | Mass Telling the Time Days and Months | ||
| Probability and statistics | Probability | Probability and Chance | |
| Statistics | Representing Data | ||
| Years 3 – 6 | Number and algebra | Understanding Number | Place Value Factors and Multiples Number Lines Fractions |
| Understanding equalities and inequalities | Whole Number Operations Patterns and Algebra Order of Operations Symbols | ||
| Patterns and relationships | |||
| Calculating with number | Whole Number Operations Fractions | ||
| Financial mathematics | Financial Literacy | ||
| Modelling with number | Arrays | ||
| Measurement and Geometry | Two-dimensional space and structures | 2D Shapes Angles Length Perimeter Area Coordinates | |
| Three-dimensional space and structures | 3D Objects Volume and Capacity | ||
| Non-spatial measurement | Mass Telling the Time | ||
| Modelling with measurement and geometry | Mapping Skills Real Life Problem Solving | ||
| Probability and statistics | Probability | Probability and Chance | |
| Statistics | Representing Data |
Science
| Strand | Sub-Strand | Year Level | Key Concepts | |
| Science Understanding | Biological Sciences | Pre-primary | Plants and animals | Biological Sciences |
| Year 1 | Plants and animal features | |||
| Year 2 | Plant and Animal Life Cycles | |||
| Year 3 | Living and Non-living things | |||
| Year 4 | Producers, Consumers and Decomposers | |||
| Year 5 | Adaptations | |||
| Year 6 | Human impact | |||
| Chemical Sciences | Pre-primary | Properties of materials | Chemical Sciences | |
| Year 1 | Changing Materials | |||
| Year 2 | Combining Materials | |||
| Year 3 | States of matter | |||
| Year 4 | Properties and Uses of materials | |||
| Year 5 | States of matter – atoms and molecules | |||
| Year 6 | Reversible and irreversible changes | |||
| Earth and Space Science | Pre-primary | Seasons | Earth and Space Sciences | |
| Year 1 | Water as a Natural Resource | |||
| Year 2 | Earth’s place in the solar system | |||
| Year 3 | Soils, Rocks and Materials | |||
| Year 4 | Earth’s Surface, Weathering and Erosion | |||
| Year 5 | Solar System, Day and Night | |||
| Year 6 | Geological Events and Extreme Weather | |||
| Physical Sciences | Pre-primary | Movement | Physical Sciences | |
| Year 1 | Push and Pull | |||
| Year 2 | Sound | |||
| Year 3 | Energy Transfer and Transformation | |||
| Year 4 | Forces | |||
| Year 5 | Light | |||
| Year 6 | Electricity | |||
| Science Inquiry | Questioning and Predicting | Pre-primary | Question and predict based on knowledge and experience | Working Scientifically Representing Data National Science Week World Creativity and Innovation Week |
| Year 1 | ||||
| Year 2 | ||||
| Year 3 | Question and predict based on observations of phenomena including variables | |||
| Year 4 | ||||
| Year 5 | Pose testable questions including variables and apply knowledge to predictions | |||
| Year 6 | ||||
| Planning and Conducting | Pre-primary | Participate in guided investigations | ||
| Year 1 | Engage in guided investigations to answer questions, test predictions and assess risks | |||
| Year 2 | ||||
| Year 3 | Plan and conduct investigations | |||
| Year 4 | ||||
| Year 5 | Plan and conduct fair, safe and repeatable investigations | |||
| Year 6 | ||||
| Processing, Modelling and analysing | Pre-primary | Represent and discuss observations and identify patterns | ||
| Year 1 | Sort, order and represent data using physical models | |||
| Year 2 | ||||
| Year 3 | Organise and represent data using tables, column graphs and models to identify patterns | |||
| Year 4 | ||||
| Year 5 | Organise and represent data to identify the relationships between variables | |||
| Year 6 | ||||
| Evaluating | Pre-primary | Compare predicitions and observations | ||
| Year 1 | Compare predictions and observations and identify questions | |||
| Year 2 | ||||
| Year 3 | Compare findings with predictions, asses fair tests and identify questions for further investigations | |||
| Year 4 | ||||
| Year 5 | Compare findings with predictions, asses fair tests, suggest improvements and identify questions for further investigations | |||
| Year 6 | ||||
| Communicating | Pre-primary | Share questions, predictions, observations and ideas | ||
| Year 1 | Communicate observations, ideas, and findings | |||
| Year 2 | ||||
| Year 3 | Communicate ideas using scientific vocabulary | |||
| Year 4 | ||||
| Year 5 | Communicate ideas in a variety of ways, including scientific reports | |||
| Year 6 | ||||
| Collaborating and Applying | Pre-primary | Use the senses to learn about the natural and physical world and develop scientific ideas | ||
| Year 1 | Use science knowledge and understandings to make decisions and choices | |||
| Year 2 | ||||
| Year 3 | Use science knowledge to propose explanations for observed phenomena and solutions to problems | |||
| Year 4 | ||||
| Year 5 | ||||
| Year 6 |
Technologies
Design and Technologies
| Contexts and Strands | Year Level | Key Concepts | Related CV Topics |
| Engineering principles and systems | Pre-primary | Movement | Movement Materials Types of Forces Sound Light Energy |
| Year 1 | Forces | ||
| Year 2 | Forces | ||
| Year 3 | Forces and Materials | ||
| Year 4 | Forces and Materials | ||
| Year 5 | Forces, sound and light | ||
| Year 6 | Forces, electrical energy, sound and light | ||
| Food and Fibre Production | Pre-primary | Needs of animals and plants | Life of plants Animals and Organisms Living and Non Living Things Farming and Food Production |
| Year 1 | How living things are used | ||
| Year 2 | Food and fibre production | ||
| Year 3 | Uses of food and fibre | ||
| Year 4 | Food and fibre production technology and history | ||
| Year 5 | Sustainable and regenerative food and fibre production | ||
| Year 6 | Food and fibre production systems for products | ||
| Food Specialisations | Pre-primary | Describe food and food hygiene | Food Technology Food Safety Week |
| Year 1 | Food sources and production | ||
| Year 2 | Food production from staple foods from local sources | ||
| Year 3 | Foods provide energy and growth | ||
| Year 4 | Influences on food selection and preparation | ||
| Year 5 | Systems for food preparation and food safety | ||
| Year 6 | Food choices, consumer demands and preparation systems | ||
| Materials and technologies specialisations | Pre-primary | Materials of everyday objects | Materials |
| Year 1 | Materials’ properties and purpose, function and suitability | ||
| Year 2 | |||
| Year 3 | |||
| Year 4 | |||
| Year 5 | |||
| Year 6 |
Design Thinking Skills
| Design Thinking Skills | Year Levels | Related CV Topics |
| Project Management Investigating and defining Designing Producing and Implementing Evaluating | Pre-primary | Working Scientifically The Design Process Design Thinking Stages (Teacher PD topic) |
| Year 1 | ||
| Year 2 | ||
| Year 3 | ||
| Year 4 | ||
| Year 5 | ||
| Year 6 |
Digital Technologies
| Contexts | Year Level | Key Concepts | Related CV Topics |
| Digital Systems | Pre-primary | Hardware and software Peripheral devices Networks and data | Coding and Programming Cyber Security Awareness Month Digital Citizenship Week Safer Internet Day |
| Year 1 | |||
| Year 2 | |||
| Year 3 | |||
| Year 4 | |||
| Year 5 | |||
| Year 6 | |||
| Data Representation | Pre-primary | Ways to represent data Data patterns Codes to represent data Data can be represented by on and off states (zeros and ones in binary) | |
| Year 1 | |||
| Year 2 | |||
| Year 3 | |||
| Year 4 | |||
| Year 5 | |||
| Year 6 | |||
| Privacy and Security | Pre-primary | Steps to take when encountering inappropriate content Some data is personal How data is stored Digital footprints Usernames and passwords | |
| Year 1 | |||
| Year 2 | |||
| Year 3 | |||
| Year 4 | |||
| Year 5 | |||
| Year 6 | |||
| Digital Implementation | Pre-primary | Follow an algorithm to achieve an outcome Create an algorithm Represent an algorithm Implement algorithms | |
| Year 1 | |||
| Year 2 | |||
| Year 3 | |||
| Year 4 | |||
| Year 5 | |||
| Year 6 |
Penelope Christie
briefcase iconCuration Lead
A qualified primary school teacher with over a decade of teaching experience in Australian schools. Penelope is Curation Lead at ClickView for Australia and New Zealand, supporting teachers in meeting curriculum needs by integrating video into the classroom.
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