The WA Maths Curriculum is changing, but not in the way many teachers initially worry about. The core mathematical concepts students learn remain familiar. What has changed is the clarity of the wording, the organisation of content, and the way mathematical thinking is emphasised across year levels.
If you’re looking for a clear explanation of the Western Australian Maths Curriculum, how it aligns with Australian Curriculum v9, and what this means for planning and assessment, this guide breaks it down without unnecessary complexity.
What is the WA Maths Curriculum?
The WA Maths Curriculum outlines what students in Western Australia are expected to learn in Mathematics from Pre-primary to Year 10. The 2026 update clarifies content descriptions, strengthens progression across year levels, and aligns the structure more closely with the Australian Curriculum v9 while maintaining WA-specific codes and achievement standards.
What Changed in the WA Maths Curriculum (Quick Summary)
clearer wording of content descriptions
stronger progression across year levels
increased focus on reasoning and problem-solving
improved alignment between content and achievement standards
updated WA-specific curriculum codes
stronger emphasis on mathematical understanding, not just procedures
The mathematics itself has not significantly changed — the expectations are now clearer.
Why the WA Maths Curriculum Was Updated
The Western Australian Maths Curriculum has been refined to improve clarity, consistency and progression from Pre-primary to Year 10. Rather than introducing new content, the update focuses on making expectations more explicit and easier to apply in classrooms.
The revision aims to:
clarify the intent of content descriptions
strengthen progression across year levels
improve alignment with Australian Curriculum v9
emphasise reasoning, understanding and application
modernise language and examples
In short, the mathematics students learn remains largely the same — the way it is described is clearer and more structured.
WA Maths Curriculum Overview (PP–Y6)
Across Pre-primary to Year 6, the WA Maths Curriculum focuses on building strong number sense, understanding mathematical structure, and developing reasoning skills.
In the early years, learning is grounded in hands-on experiences. Students explore counting, number order, quantity and simple patterns through concrete materials and visual representations.
As students progress, they move beyond counting strategies and begin to use place value, number relationships and known facts to solve problems more efficiently.
Students are expected to:
explain their thinking
use efficient strategies
recognise patterns and relationships
apply mathematics in different contexts
Mathematics is not just about correct answers — it is about understanding how numbers and concepts work.
In the early childhood phase of schooling, learning, development and wellbeing are connected and learning builds on the Early Years Learning Framework and each child’s funds of knowledge. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children’s lives and their natural curiosity about their world.
Mathematics provides opportunities for children to learn through a variety of means, including play and experimentation. Concrete materials are used to explore and visualise concepts, developing content knowledge and understanding of the symbolic representations associated with Mathematics.
Children engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
In Pre-primary, children begin to explore the number system and partitions of collections. They represent situations involving addition, subtraction, grouping and sharing using role-play and concrete materials. Children explore measurement attributes, familiar two-dimensional shapes and three-dimensional objects, and use everyday mathematical language to describe the world around them. They explore chance in familiar contexts and collect and compare data relevant to them.
Year 1 Mathematics
In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children’s lives and their natural curiosity about their world.
Mathematics provides opportunities for children to learn through a variety of means, including play and experimentation. Concrete materials are used to explore and visualise concepts, developing content knowledge and understanding of the symbolic representations associated with Mathematics.
Children engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
In Year 1, children become more familiar with the number system beyond two digits. They manipulate and compare small collections, using them to build calculation strategies and model real‑world situations. Children explore their world, comparing everyday items based on different measurement attributes. They name two-dimensional shapes and three-dimensional objects and read the time on digital clocks. Children describe and reason about the likelihood of familiar events occurring and answer questions of interest by collecting categorical data.
Year 2 Mathematics
n the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children’s lives and their natural curiosity about their world.
Mathematics provides opportunities for children to learn through a variety of means, including play and experimentation. Concrete materials are used to explore and visualise concepts, developing content knowledge and understanding of the symbolic representations associated with Mathematics.
Children engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
In Year 2, children extend their knowledge of the number system beyond three digits. They connect place value and partitions to calculation strategies and apply these to model real-world situations that are relevant to them. Children broaden their awareness of how Mathematics occurs in the world around them as they explore the relationship between dollars and cents and their value, continue to develop an understanding of measurement attributes, including area, and tell time to the hour, half‑ and quarter-hour on analogue and digital clocks. In familiar contexts, children build on their understanding of chance, comparing the likelihood of familiar chance events, and collect, compare and display data to answer a question of interest.
Year 3 Mathematics
In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
Mathematics provides opportunities for students to develop a sound grasp of numeric conventions. Concrete materials continue to assist students to make sense of mathematical concepts as they develop the ability to think in more abstract terms.
Students engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
In Year 3, students recognise the place value pattern in numbers to at least four digits, explore different ways to partition numbers and the use of ‘greater than’ and ‘less than’ symbols. This knowledge is applied to a range of calculation strategies and supports the modelling of relevant real‑world situations. Students start using formal units of measurement and are introduced to the concept of angles, identifying mathematical applications in familiar contexts. They recognise the likelihood of outcomes for repeated chance experiments and explore different ways to collect and represent data.
Year 4 Mathematics
In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
Mathematics provides opportunities for students to develop a sound grasp of numeric conventions. Concrete materials continue to assist students to make sense of mathematical concepts as they develop the ability to think in more abstract terms.
Students engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
In Year 4, students extend their knowledge of the number system to at least six digits and decimal numbers up to two decimal places. They apply this understanding when trialling strategies to calculate efficiently and model relevant real-world situations. Students continue to use formal units of measurement and reason to convert between units of time, expanding their understanding of practical applications of Mathematics in the world around them. Students identify when chance events are not affected by previous events and predict the likelihood of outcomes of repeated chance experiments. They collect, organise and represent data, checking for accuracy and consistency.
Year 5 Mathematics
In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
Mathematics provides opportunities for students to develop a sound grasp of numeric conventions. Concrete materials continue to assist students to make sense of mathematical concepts as they develop the ability to think in more abstract terms.
Students engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
In Year 5, students start to generalise place value patterns in seven-digit numbers and beyond, and explore representations of factors and multiples. They apply this understanding when choosing from a range of strategies to calculate efficiently, and model additive and multiplicative problems relevant to their real world. Students choose appropriate metric units in practical situations, connect three‑dimensional objects with their nets and convert between 12- and 24-hour time systems. They explore the difference between chance events with equally likely and not equally likely outcomes and discuss variation in results across trials of repeated chance experiments. Students are introduced to line graphs showing continuous data, and they make decisions about organising and representing data they have collected.
Year 6 Mathematics
In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
Mathematics provides opportunities for students to develop a sound grasp of numeric conventions. Concrete materials continue to assist students to make sense of mathematical concepts as they develop the ability to think in more abstract terms.
Students engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
In Year 6, students consolidate their understanding of the number system, expanding their repertoire of numbers to include integers, square, prime and composite numbers. They apply this understanding to calculate and model real-world problems efficiently and interpret and communicate findings. Students explore the Cartesian plane, describe a sequence of steps to determine the area of rectangles and volume of rectangular prisms and convert between units of measurement, connecting metric units to the decimal system. They represent probabilities numerically and conduct repeated chance experiments and simulations, comparing expected and observed frequencies. Students interpret data displays, including side-by-side column graphs, using mode, range and shape, and they describe how features of displays may influence an audience.
Key Focus Areas in the WA Maths Curriculum
The updated WA Maths Curriculum places stronger emphasis on how mathematics is taught and understood.
Across all year levels, there is a clear focus on:
recognising patterns, structures and relationships
applying mathematics to real-world contexts
developing precise mathematical language
These priorities reinforce that mathematics learning is about thinking, not just calculating.
WA Maths Curriculum Implementation Timeline
Familiarisation in 2025 Schools are reviewing the updated WA Maths Curriculum, comparing current planning with revised content descriptions, and preparing for transition.
Full implementation from 2026 All planning, assessment and reporting must align with the updated WA Mathematics Curriculum from 2026.
This phased rollout allows schools to adjust without unnecessary pressure.
How the WA Maths Curriculum Changes Affect Planning
For most teachers, the changes to the WA Maths Curriculum are manageable and do not require rewriting entire programs.
Typical adjustments include:
updating learning intentions to match revised wording
refining success criteria
strengthening connections between concepts
aligning planning with updated WA codes
reviewing assessment tasks against achievement standards
mapping existing resources to new descriptors
Because the mathematical content remains familiar, these updates improve clarity rather than increase workload.
What’s Staying the Same in the WA Maths Curriculum
It is important to understand what has not changed.
core mathematical concepts remain the same
strong number sense is still the foundation
explicit teaching and modelling remain essential
hands-on and visual learning are still critical
existing units and resources are largely still relevant
The update supports effective teaching practices — it does not replace them.
WA Maths Curriculum vs Australian Curriculum v9
Western Australia has not adopted Australian Curriculum v9 for Mathematics. Instead, the WA Maths Curriculum has been refined using ACARA v9 as a reference point.
What is similar:
overall structure
key mathematical concepts
progression across year levels
What is different:
WA curriculum codes
wording of content descriptions
organisation of content
contextual examples
achievement standards
Teachers should always plan, assess and report using WA Science Curriculum documents, while ACARA alignment can be useful when sourcing or adapting resources.
WA Maths Curriculum FAQ
Most-Searched Teacher Questions Answered
What has changed in the WA Maths Curriculum?
The WA Maths Curriculum has not introduced new content. The update focuses on improving clarity, strengthening progression, and increasing emphasis on reasoning, problem-solving and mathematical understanding.
Is the WA Maths Curriculum completely new?
No. The mathematical content remains largely the same. The changes refine how the curriculum is written, organised and assessed.
When does the WA Maths Curriculum start?
The updated WA Maths Curriculum is in familiarisation during 2025 and becomes fully implemented from 2026.
Is WA using Australian Curriculum v9 for Mathematics?
No. WA uses its own curriculum. It has been refined using ACARA v9 as a reference but remains WA-specific.
Do existing Maths resources still align?
Yes. Most existing resources remain relevant. Teachers may need to adjust wording, align to updated codes, and refine how concepts are assessed.
Has Maths assessment changed?
Assessment expectations are clearer, with stronger alignment between content descriptions and achievement standards.
What should teachers focus on first?
Start by reviewing updated content descriptions, aligning learning intentions, and checking assessment tasks against achievement standards.
What’s the biggest mistake teachers make?
Assuming the curriculum is completely new. The content is familiar — the focus should be on clarity, progression and alignment.
What’s Included in Each Learning Area Kit
Each Learning Area Kit is designed to support teachers in confidently applying the WA Maths Curriculum (AC v9) in the classroom.
At the core of each guide is the “What This Looks Like in the Classroom” interpretation — a teacher-developed breakdown that translates curriculum language into clear, observable student behaviours.
This bridges the gap between curriculum documents and real classroom practice, helping teachers recognise what achievement actually looks like.
What’s Included
Each kit includes form-fillable PDF checklists for:
Achievement Standards (whole class and individual students)
Content Descriptions (including WA curriculum codes, whole class and individual students)
These tools support:
tracking student progress over time
collecting evidence across multiple learning experiences
making confident A–E reporting decisions
supporting moderation and planning
The Key Difference: “What This Looks Like in the Classroom”
This section is what sets the resource apart.
It provides:
clear, observable examples of student understanding
practical interpretation of Achievement Standards
support for identifying evidence during everyday lessons
Instead of guessing what the curriculum means, teachers can see how learning appears in real classroom contexts.
These descriptions are not a checklist or teaching sequence. They are designed to support professional judgement and on-balance decisions over time.
Flexible and Easy to Use
The checklists can be used digitally or printed and are fully editable using Adobe Reader DC (free).
They are designed to streamline planning, assessment and reporting in one place — without adding extra workload.
Important Note
This resource is aligned to the Western Australian Curriculum (AC v9) and is a teacher-developed interpretation designed to support classroom practice and assessment. It is not endorsed by SCSA. The WA Curriculum remains the authoritative source.
Final Thoughts on the WA Maths Curriculum
The updated WA Maths Curriculum brings greater clarity to what students are expected to learn, without changing the core mathematics taught in classrooms. The content remains familiar, but the improved structure and wording make it easier to plan, assess and track student learning with confidence.
For teachers, the focus is not on starting again, but on refining practice — strengthening understanding, supporting reasoning, and making clearer connections across concepts.
When the curriculum is clear, planning becomes more manageable, assessment becomes more consistent, and teaching becomes more effective.
Understanding how the WA Maths Curriculum works in practice is what makes the difference.
If you’re ready to make the curriculum clearer in your own classroom, download the WA Maths Curriculum Guides and Planning Tools below to support confident planning, consistent assessment, and a clearer picture of student progress.
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