A reflection on embedding the four proficiencies through series of 'problem first' lessons while collaborating with Rhys.

I have been working in a 5/6 classroom with Rhys who is new to our school this year. Not only is Rhys adjusting to a new school and new routines but he is planning Maths for the 5/6 unit. Rhys has experience planning Maths for his team before and was really keen to embrace our approach to Maths teaching and learning with an emphasis on how to include the four proficiencies.

During our first Primary Maths Professional Learning Block, Peter Sullivan explained his view of the four proficiencies. He said to think of the four proficiencies as the nouns of maths and the way in which students demonstrate them as the verbs. I adapted some of his work into a table and attached it to our planning documents so that the four proficiencies were at the forefront of teachers thinking when they are planning their maths units.

Rhys and I were both surprised that we were including the four proficiencies within our lesson and realised it was up to us as teachers to touch on these when we were talking to students so they became aware of the skills they were using within the lesson.

At the end of the lesson, Rhys and I discussed how well it worked letting the students do the heavy lifting and the power of not talking too much as a teacher. When the students explicitly modeled their strategies, as teachers, we questioned the students, allowing them to explain their reasoning and we encouraged the group to do the same.

We asked the group for feedback on the lesson structure as this is a new approach for them. Overall, the students enjoyed having to struggle at the beginning of the lesson and felt like they had a much clearer understanding when they left the room about area and perimeter. Rhys and I will continue to reference the four proficiencies within lessons and aim to make them visible in the classroom.