I feel that I meet the standard in this area as I always aim to design engagements that are relevant, challenging, supportive, flexible, and developmentally appropriate for my students. My scope and sequence of skills and areas of study are a reflection of our common agreements and standards as a 6-12 math department. We have had many discussions as a math department around how to best align our scope and sequence and have agreed on using the Common Core which can be viewed here. Within this framework, I always use UBD processes and Backwards Planning to develop my units and engagements with a clear goal in mind for the different levels of mastery I expect from students. The engagements that arise from this are also planned with ideas of conceptual and procedural skills to be taught and an emphasis on inquiry and exploration are prioritized. I have also developed essential questions for each course and have successfully divided content into developmentally and sequentially appropriate units. (See an example of my concepts list and essential questions for 6th grade)
I fully agree with the supported and encouraged methods of inquiry and always make attempts to give students the opportunities to engage in challenging, conceptual, and contextual problem solving activities that both support the skills of the unit and develop their skills in applied mathematics.