Therefore, you do not get to assume that they find any particular chain of inference easy, or that they already know any particular domain above the lay level. This means you would have to be able to generate alternate inferential paths, and fall back to more basic levels "on the fly", which requires healthy progress into Level 2 in order to achieve -- enough that it's fair to say you "round to" Level 2.

I agree that the teaching task does require a thick bundle of connections, and not just a single chain of inferences. So much so, actually, that I've found that teaching, and preparing to teach, is a pretty good way to learn new connections between my Level 1 knowledge and my world model. That this "rounds" to Level 2 depends, I suppose, on how intelligent you assume the student is.

If so, I deeply respect you and find that you are the exception and not the rule. Do you find yourself critical of how people in the field (i.e. through textbooks) present it to newcomers (who have undergrad prerequisites), present it to laypeople, and use excessive or unintuitive jargon?

Yes, constantly. Frequently, I'm frustrated by such presentations to the point of anger at the author's apparent disregard for the reader, even when I understand what they're saying.