What is worth learning?

Dr Perkin's Interview for FULT Module 1 https://www.youtube.com/watch?v=_CAdXXekKKM I recognise that the curriculum plays a large part in how we design our lectures/tutorials. For mathematics, especially the fundamental subjects such as algebra and calculus, we are expected to "cover" so much content that it is almost impossible to go deep into the mastery of their skills. However, I believe it a disservice to the students' outcomes if we were not to go deep into their learning outcomes. I try to push my students to do as best they can, but there will always be a large number who struggle with learning unless guided accordingly, and this is difficult to achieve with so little face-to-face time and so much content to cover. There is little room to reflect on these issues when in the midst of teaching the courses. However, this activity is such a space. I can see one important issue that indeed this video helped me to voice out: Perhaps the course outlines are a mismatch with the kind of students they cater (or not) to. I cannot help but feel I have no control over which kinds of students I end up teaching in a fundamental course such as algebra. However, I can imagine what sorts of solutions can be done to address the "mismatch". (1) The course can be designed so that students with similar majors are grouped, hence there is a larger chance that their needs and levels of knowledge are met. (2) There could be a bridging course designed to fill in the gap for (pre-identified) students who may not have the minimum pre-knowledge required for the course/unit.