Yes!

These are big numbers. Subjects come first, expectedly.

It does so matter!

Your final bit on the importance of co-planning highlights why schools serious about curriculum and T&L need to devote as much time as possible to subject team meetings, and to ensure 90% of the time is spent discussing it (and not ESPO, data, behaviour, and other ephemeral asides)

Not sure that's so relevant. The point here is that whatever your Rome, you need to know how to get there.

All these sound good!

Yes. I liked that. Colleagues wanted something with the sense of 'journey' in it.

Yes.

Yes, I'd say it depends on the subject asto how many roads might lead to Rome. I guess my point isn't about what variety in component content might be considered a route to expertise (though a fruitful discussion). Here I'm making a simpler point that such knowledge is a necessity for teachers.

Thanks! Definitely agree. It's funny when you think about it - how far lack of this knowledge isn't the the explanation reached for and instead it's often assumed more training in generic teaching activities is needed. That's why I think this form of knowledge needs a name!