WA Science Curriculum : What Teachers Need to Know
Planning
The Western Australian Science Curriculum is changing, but not in the way many teachers initially worry about. The core science concepts students learn remain familiar. What has changed is the clarity of the wording, the organisation of content, and the way inquiry and application are emphasised across year levels.
If you’re looking for a clear explanation of the WA Science Curriculum, how it aligns with Australian Curriculum v9, and what this means for planning and assessment over the next few years, this guide breaks it down without curriculum jargon or unnecessary complexity.
Why the WA Science Curriculum Was Updated
The WA Science Curriculum has been refined to improve clarity, consistency and progression from Pre-primary to Year 10. Rather than introducing new science content, the update focuses on making expectations clearer and supporting stronger alignment between knowledge, inquiry and application.
The revision aims to:
• clarify the intent of content descriptions • refine progression across year levels • strengthen foundations in scientific inquiry • improve alignment with the structure of Australian Curriculum v9 while remaining WA-specific • modernise language and examples
In short, the science students learn is largely the same — the way it is described and organised is clearer.
What’s New in the WA Science Curriculum?
The WA Science Curriculum refresh focuses on clarifying and strengthening the existing structure, rather than replacing content teachers already know. The updates refine how science learning is described, sequenced and applied across year levels.
The key improvements include:
clearer wording of content descriptions to reduce ambiguity
a more explicit progression of scientific concepts from Pre-primary to Year 10
stronger integration of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour
increased emphasis on inquiry, investigation and application of knowledge
clearer links between investigations, evidence and explanations
improved alignment between content descriptions and achievement standards
The science students learn remains familiar. The changes are designed to make expectations clearer for planning, teaching and assessment.
Across Pre-primary to Year 6, the WA Curriculum Science is built around a progressive, inquiry-based view of learning. In the early years, science learning aligns closely with the EYLF, drawing on children’s natural curiosity about the world, their observations of everyday phenomena, and their experiences with living things, materials and environments.
As students move through the primary years, they develop increasing independence in how they investigate questions, plan and conduct inquiries, and use evidence to explain scientific ideas. The curriculum emphasises that science learning is not just about acquiring facts, but about thinking, questioning and reasoning scientifically.
Scientific inquiry is embedded at every year level. Students are expected to ask questions, make predictions, collect and interpret data, and communicate explanations using appropriate scientific language. The relationship between Science Understanding, Science Inquiry Skills and Science as a Human Endeavour is made explicit, ensuring students see science as both a body of knowledge and a way of making sense of the world.
Across PP–Y6, students engage with a wide range of science experiences — from observing changes in their local environment and exploring the needs of living things, to investigating forces, materials, Earth systems and simple energy concepts. These experiences are increasingly connected to real-world contexts, helping students understand how science relates to everyday life, technology and society.
For teachers seeking support in translating these curriculum statements into clear, teachable learning sequences, your Curriculum Companion Teaching Guide provides a structured unpacking of each Science outcome, supporting planning, assessment and progression across the primary years.
WA Curriculum Science PP-Y6
Year Level Description Summaries
Pre-primary Science
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.
Science provides opportunities for children to explore, make observations and develop their understanding of their world.
In Pre-primary, children recognise that plants and animals share the same basic needs, and these can be met by the places where they live. They observe everyday objects and the materials from which they are made. Children explore daily and seasonal changes and changes in the world around them. They explore factors that affect how objects move.
Children learn that observations and experiences can be used to pose questions and make predictions. They participate in investigations, share their questions, predictions and ideas with others and develop scientific ideas about the natural and physical world.
Year 1 Science
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.
Science provides opportunities for children to use their senses to observe and gather information, describe, make comparisons, sort and classify to create an order that is meaningful.
In Year 1, children group plants and animals based on their observations of external features. They observe physical changes to materials to establish their composition remains unaffected. Children explore water as a natural resource and how it is used by people, plants and animals in different ways. They investigate how objects can move or change shape when force is applied.
Children pose questions and make predictions and are introduced to ways of sorting and ordering data. They compare their observations with their predictions and communicate findings with others. Children use their science knowledge to make decisions and choices in their environment, such as how to stop an object in motion or how to look after water sources.
Year 2 Science
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.
Science provides opportunities for children to use their senses to observe and gather information, describe, make comparisons, sort and classify to create an order that is meaningful.
In Year 2, children explore the life cycles of plants and animals and the ways in which they grow, change and produce offspring. They build on their understanding of the properties of materials to recognise the purposes they serve and how the properties change when materials are combined. Children learn that Earth is a planet in the solar system that orbits a star (the Sun). They recognise that sound energy is produced by a variety of sources.
Children build on their experiences of the physical world by engaging in guided investigations to explore ideas and answer questions. They make and record observations using informal measurements, and sort and order data using provided tables. They compare their observations with their predictions and identify further questions. Children use scientific vocabulary to explain observed phenomena and make decisions in their environment.
Year 3 Science
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.
Science provides opportunities for students to explore their physical, social, cultural and technological surroundings. As students develop the ability to work collaboratively, they work with others to plan and make decisions in constructing knowledge.
In Year 3, students observe the characteristics of living things and use these to group them. They apply criteria to identify things as living, non-living or once-living. They recall the observable properties of solids and liquids and understand that a change of state is caused by adding or removing heat. Students identify important Earth resources and how humans and other living things use them in interconnected ways. They learn energy can be transferred and transformed.
Students pose questions and make predictions. They plan and conduct fair investigations and compare their findings with others, and to their predictions. They represent observations and data using simple tables and column graphs or other visual or physical models and communicate ideas and findings using scientific vocabulary. Students use science knowledge to propose explanations for observed phenomena and solutions to problems.
Year 4 Science
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.
Science provides opportunities for students to explore their physical, social, cultural and technological surroundings. As students develop the ability to work collaboratively, they work with others to plan and make decisions in constructing knowledge.
In Year 4, students represent the relationships between consumers, producers and decomposers using food chains. They investigate different materials and their properties and relate these to their use. Students appreciate that Earth’s surface changes over time due to a variety of processes. They observe and investigate forces that operate from a distance, such as magnetism, and direct contact, such as friction.
Students pose questions involving a changed variable and make predictions using their observations and science knowledge. Students plan investigations that include elements of fair tests and consider the material and equipment risks. They make and record observations and use formal measurements and familiar scaled instruments to collect and record data that they organise and represent using tables and column graphs to identify patterns. Students use science knowledge to propose explanations and solutions to problems and identify questions for further investigation.
Year 5 Science
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.
Science provides opportunities for students to explore their physical, social, cultural and technological surroundings. As students develop the ability to work collaboratively, they work with others to plan and make decisions in constructing knowledge.
In Year 5, students describe the structural and behavioural adaptations of living things that enable them to survive in their environment. They model the motion and arrangement of atoms and molecules (particles) to explain observable properties of matter. Students model the relationship between the Sun and the planets in the solar system and illustrate how Earth’s rotation on its axis and revolution around the Sun relate to observable cyclic phenomena. They explore light and recognise that it can be absorbed, reflected, refracted and form shadows.
Students pose testable questions that include variables to be changed and measured. They plan and conduct safe investigations and use equipment to measure and record data. Students organise and represent data to identify the relationships between variables that are measured and changed. They compare their methods and findings with those of others, and to their predictions, and report on their investigations using suitable language features. Students use science knowledge to develop considered responses to problems, at a local and global level, through investigation and research.
Year 6 Science
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.
Science provides opportunities for students to explore their physical, social, cultural and technological surroundings. As students develop the ability to work collaboratively, they work with others to plan and make decisions in constructing knowledge.
In Year 6, students explore the relationship between the growth and survival of living things, changing conditions in their environment and the influence of human activities. They are introduced to ways to classify changes to substances as reversible and irreversible. Students explore the effects of sudden geological changes and extreme weather on the surface of Earth. They identify the role of the components in electrical circuits and learn to describe energy flows in terms of transfer and transformation.
Students pose questions that include the variable to be changed and apply science knowledge to make reasoned predictions of the results. To test their predictions, they plan and conduct fair, repeatable investigations that include controlled variables. Students describe the observed relationships in the collected data between variables to be measured and changed, compare their results to their predictions and pose further questions to investigate. Students report on their investigation and findings using appropriate language features. They use science knowledge to develop considered responses to problems, at a local and global level, through investigation and research.
Key Focus Areas in the WA Science Curriculum
While the strands remain familiar, the revised curriculum places clearer emphasis on how science learning should unfold in classrooms.
Across PP–10, teachers will notice stronger focus on:
Inquiry as the driver of learning, not an add-on
purposeful questioning and prediction
planning and conducting investigations with increasing independence
using evidence to explain and justify ideas
connecting scientific knowledge to real-world contexts
developing precise scientific language over time
These focus areas reinforce that science learning is active, evidence-based and connected to students’ lived experiences.
WA Science Curriculum Implementation Timeline
The Science curriculum forms part of the staged Western Australian Curriculum rollout.
Familiarisation in 2025
Science is currently in the familiarisation phase. During this time, teachers are encouraged to review the updated wording, compare existing units with the revised curriculum, and begin aligning planning documents.
Full implementation from 2026
From 2026, the WA Science Curriculum is fully implemented. Planning, assessment and reporting should align with the revised curriculum from this point onward.
This staged approach gives schools time to prepare without unnecessary pressure.
How the Science Curriculum Changes Affect Planning
For most teachers, the practical changes are manageable and incremental.
Planning adjustments typically involve:
updating learning intentions to reflect revised wording
refining success criteria
adjusting inquiry sequences
checking alignment with updated WA codes
reviewing assessment rubrics against clarified achievement standards
mapping existing resources to revised descriptors
Because the scientific content itself remains familiar, these changes support clarity rather than adding workload.
What’s Staying the Same in Science Teaching
It’s just as important to be clear about what does not need to change.
Science remains hands-on and inquiry-driven
investigations remain central to learning
scientific knowledge is developed through questioning and evidence
existing units are largely still relevant
strong science teaching practice continues to align
The refresh supports good practice — it doesn’t replace it.
WA Science Curriculum vs Australian Curriculum v9
WA has not adopted Australian Curriculum v9 for Science. Instead, the WA curriculum has been refined using ACARA v9 as a structural reference while retaining WA-specific wording, codes and achievement standards.
What is similar:
broad structure
key scientific concepts
progression of ideas
What is different:
WA curriculum codes
wording of content descriptions
organisation of inquiry skills
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 Science Curriculum FAQ
Most-Searched Teacher Questions Answered
What has actually changed in the WA Science Curriculum?
The Science content itself hasn’t changed significantly. The update focuses on clearer wording, stronger progression and tighter links between inquiry, evidence and explanation, rather than introducing new concepts.
Is the WA Science Curriculum completely new?
No. The scientific ideas remain familiar. The refresh clarifies expectations and makes inquiry and application more explicit, rather than replacing what teachers already teach.
When do I need to start using the updated WA Science Curriculum?
Science is a familiarisation year in 2025, with full implementation from 2026. Teachers can use 2025 to review and adjust before formal alignment is required.
Is WA now using the Australian Curriculum v9 for Science?
No. WA has adapted, not adopted, ACARA v9. WA uses its own codes, wording and Achievement Standards, which must be used for teaching, assessment and reporting in WA schools.
Do my Science resources still align if the curriculum codes have changed?
Yes. The codes have changed, not the science. Most existing Science resources still align and just need to be mapped to the updated WA curriculum codes.
Why did the WA Science curriculum codes change?
The codes changed because WA refined and reorganised the curriculum structure. Content was regrouped and clarified to make progression more explicit across year levels. This affects how content is numbered, but not what students are expected to learn.
Is inquiry still required in every year level?
Yes. Inquiry remains central across all year levels. Students are expected to ask questions, conduct investigations, analyse evidence and communicate explanations as part of learning science.
Has Science assessment changed?
Assessment expectations are clearer rather than harder. The updated curriculum strengthens the link between investigation, evidence and explanation, which often makes judgements easier to justify.
What should teachers focus on first with the updated Science curriculum?
Most teachers start by:
understanding the inquiry expectations
checking Achievement Standards wording
mapping existing units to updated WA codes
adjusting planning language rather than content
Small, targeted changes are enough.
What’s the biggest mistake teachers make with the WA Science Curriculum?
Trying to change everything at once. The update is about clarity, not overhaul. Most teachers only need to refine alignment, not rebuild programs.
How A+ Teacher Club Supports WA Science Teachers
Clear curriculum documents are only useful if they translate into manageable planning and assessment in the classroom. That’s where our Teacher Planning Tools come in.
Our checklists are designed to help teachers work confidently with both the Content Descriptions and the Achievement Standards, without juggling multiple documents or spreadsheets. They support day-to-day teaching as well as longer-term planning, assessment and reporting.
Teachers use these tools to:
track student achievement against Content Descriptions and Achievement Standards
support Australian and WA Curriculum implementation
inform planning and differentiation
record anecdotal observations
support IEP and GEP documentation
make confident A–E reporting decisions
track whole-class and individual student progress
In short, these planning tools are designed to reduce admin load, save time, and give teachers a clear picture of student progress without duplicating work.
What’s Included in Each Learning Area Kit
Each Learning Area Kit includes form-fillable PDF checklists for:
Achievement Standards (whole class and individual students)
Content Descriptions (including AC numbers, whole class and individual students)
The files are editable, savable and printable using Adobe Reader DC (free) and are designed to streamline assessment, planning and reporting in one place. Download our free instructions below to see exactly how to use the planning tools in your classroom.
Key Takeaways for WA Science Curriculum
The updated WA Science Curriculum brings clearer expectations around inquiry, evidence and explanation, without changing the science students learn. While the content remains familiar, the revised wording and structure mean teachers need to be confident about how investigations, knowledge and assessment connect across the year.
Our WA Science Curriculum Guides and Organisers are designed to support that clarity. They bring the curriculum together in one place, show how inquiry and content align, and help you map existing resources to the updated WA codes — without starting again.
If you want a practical way to navigate the WA Science Curriculum, reduce planning guesswork and work with tools that support confident, curriculum-aligned teaching, explore the guide for your year level and make Science planning clearer and more manageable.
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