The term ‘knowledge’ gets flung about in careless ways – in a false dichotomy with ‘skills’, as a political football arising from false assumptions about ideological alignment, as a synonym for ‘facts’ and, perhaps most dangerous of all, as a word interchangeable with ‘memory’. The session argues the need both for philosophical clarity about the role of knowledge in curriculum and for practice-grounded thinking that arises from subject traditions. Senior leaders need to know enough subject disciplines to be able to lead debate, set vision and interpret management information. How on earth are they to do this? This session sets out the intellectual territory, offers clear distinctions and suggests practical approaches for building and renewing teachers’ knowledge about knowledge.