Within the ‘Glen Lesson’ clip, the teacher Glen was teaching what looked like a high school science lesson on Rocks. The lesson is well organised, and a variety of pedagogies and content delivery skills were used. Comparing the lesson against the Australian Professional Standards of Teaching (AITSL, 2018), Australian Curriculum, Assessment and Reporting Authority (2018) cross-curriculum priorities, general capabilities and Quality Teaching Framework (2008), can develop clear indicators in teaching developments and guiding judgements in teaching.

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Some teaching pedagogies used in the initial part of the lesson are well represented, Glen uses a quick activity on eclipses that engage the students into the lesson and act as a stimulus to initiate their focus into a scientific mindset. This touches on constructivist alignment theory (Briggs, 1993) and has been used effectively in this situation.

Glen has also used clear literacy teaching methods that align with APST 2.5 ‘literacy and numeracy strategies know and understand literacy and numeracy teaching strategies and their application in teaching areas’ (ATISL, 2018). He incorporates a word wall/glossary to introduce the students to new terms. This visual representation is combined with questioning pedagogies that work in conjunction with agitating students to question and discuss their prior knowledge of the content.

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Glen displayed some pedagogies that linked directly to the NSW Quality Teaching Framework (2008) showing intellectual quality and a high standard of content knowledge and understanding, he also allowed his students quite a bit of autonomy and self-regulation throughout the lesson, splitting the students into groups and allowing them to monitor themselves and their peers. This aligns with a high-quality learning environment.

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Some of the issues that arose within the lesson where the pace in which Glen spoke, the pace is important in a lesson to ensure that content is covered, however, when too many ideas are represented at once and it can be difficult for students who have a disability to interpret the information (Hinde-McLeod & Reynolds, 2007). Students who generally need added support or require some differentiation may need clarification or a more balanced delivery of content to create an equitable classroom. Glen could have easily slowed down how he spoke even ensure he was placed at the front of the class to allow students, especially Hard of Hearing (HoH) or Deaf student to engage fully with the content.

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Looking at cross-curriculum priorities (ACARA, 2019) within the lesson there were very little identifiable concepts that were integrated within the lesson, sustainability and Aboriginal and Torres Strait Islander Histories and Cultures could have been mentioned and built upon.

The overall lesson was well delivered and accessible to students, it is also difficult to incorporate all aspects of APST, cross-curriculum priorities, general capabilities and Quality teaching frameworks within one lesson, planning and delivering a scope and sequence of the unit allows for more comprehensive development of these aspects in an equitable and detailed way.