I am tempted to stump for the centrality of Galois theory in modern mathematics, but I feel that this subject is too close to my own research interests (e.g., I have worked on the Inverse Galois Problem) for me to do so in a truly sober manner. So I will just make a few brief (edit: nope, guess not!) remarks:
1) Certainly when I teach graduate level classes in number theory, arithmetic geometry or algebraic geometry, I do in practice expect my students to have seen Galois theory before. I try to cultivate an attitude of "Of course you're not going to know / remember all possible background material, and I am more than willing to field background questions and point to literature [including my own notes, if possible] which contains this material." In fact, I use a lot of background knowledge of field theory -- some of it that I know full well is not taught in most standard courses, some of it that I only thought about myself rather recently -- and judging from students' questions and solutions to problems, good old finite Galois theory is a relatively known subject, compared to say infinite Galois theory (e.g. the Krull topology) and things like inseparable field extensions, linear disjointness, transcendence bases....So I think it's worth remarking that Galois theory is more central, more applicable, and (fortunately) in practice better known than a lot of topics in pure field theory which are contained in a sufficiently thick standard graduate text.
2) In response to one of Harry Gindi's comments, and to paraphrase Siegbert Tarrasch: before graduate algebra, the gods have placed undergraduate algebra. A lot of people are talking about graduate algebra as a first introduction to things that I think should be first introduced in an undergraduate course. I took a year-long sequence in undergraduate algebra at the University of Chicago that certainly included a unit on Galois theory. This was the "honors" section, but I would guess that the non-honors section included some material on Galois theory as well. Moreover -- and here's where the "but you became a Galois theorist!" objection may hold some water -- there were plenty of things that were a tougher sell and more confusing to me as a 19 year old beginning algebra student than Galois theory: I found all the talk about modules to be somewhat abstruse and (oh, the callowness of youth) even somewhat boring.
3) I think that someone in any branch of pure mathematics for whom the phrase "Galois correspondence" means nothing is really missing out on something important. The Galois correspondence between subextensions and subgroups of a Galois extension is the most classical case and should be seen first, but a topologist / geometer needs to have a feel for the Galois correspondence between subgroups of the fundamental group and covering spaces, the algebraic geometer needs the Galois correspondence between Zariski-closed subsets and radical ideals, the model theorist needs the Galois correspondence between theories and classes of models, and so forth. This is a basic, recurrent piece of mathematical structure. Not doing all the gory detail of Galois theory is a reasonable option -- I agree that many people do not need to know the proofs, which are necessarily somewhat intricate -- but skipping it entirely feels like a big loss.
This is a good question, given the way calculus is currently taught, which for me says more about the sad state of math education, rather than the material itself. All calculus textbooks and teachers claim that they are trying to teach what calculus is and how to use it. However, in the end most exams test mostly for the students' ability to turn a word problem into a formula and find the symbolic derivative for that formula. So it is not surprising that virtually all students and not a few teachers believe that calculus means symbolic differentiation and integration.
My view is almost exactly the opposite. I would like to see symbolic manipulation banished from, say, the first semester of calculus. Instead, I would like to see the first semester focused purely on what the derivative and definite integral (not the indefinite integral) are and what they are useful for. If you're not sure how this is possible without all the rules of differentiation and antidifferentiation, I suggest you take a look at the infamous "Harvard Calculus" textbook by Hughes-Hallett et al. This for me and despite all the furor it created is by far the best modern calculus textbook out there, because it actually tries to teach students calculus as a useful tool rather than a set of mysterious rules that miraculously solve a canned set of problems.
I also dislike introducing the definition of a derivative using standard mathematical terminology such as "limit" and notation such as $h\rightarrow 0$. Another achievement of the Harvard Calculus book was to write a math textbook in plain English. Of course, this led to severe criticism that it was too "warm and fuzzy", but I totally disagree.
Perhaps the most important insight that the Harvard Calculus team had was that the key reason students don't understand calculus is because they don't really know what a function is. Most students believe a function is a formula and nothing more. I now tell my students to forget everything they were ever told about functions and tell them just to remember that a function is a box, where if you feed it an input (in calculus it will be a single number), it will spit out an output (in calculus it will be a single number).
Finally, (I could write on this topic for a long time. If for some reason you want to read me, just google my name with "calculus") I dislike the word "derivative", which provides no hint of what a derivative is. My suggested replacement name is "sensitivity". The derivative measures the sensitivity of a function. In particular, it measures how sensitive the output is to small changes in the input. It is given by the ratio, where the denominator is the change in the input and the numerator is the induced change in the output. With this definition, it is not hard to show students why knowing the derivative can be very useful in many different contexts.
Defining the definite integral is even easier. With these definitions, explaining what the Fundamental Theorem of Calculus is and why you need it is also easy.
Only after I have made sure that students really understand what functions, derivatives, and definite integrals are would I broach the subject of symbolic computation. What everybody should try to remember is that symbolic computation is only one and not necessarily the most important tool in the discipline of calculus, which itself is also merely a useful mathematical tool.
ADDED: What I think most mathematicians overlook is how large a conceptual leap it is to start studying functions (which is really a process) as mathematical objects, rather than just numbers. Until you give this its due respect and take the time to guide your students carefully through this conceptual leap, your students will never really appreciate how powerful calculus really is.
ADDED: I see that the function $\theta\mapsto \sin\theta$ is being mentioned. I would like to point out a simple question that very few calculus students and even teachers can answer correctly: Is the derivative of the sine function, where the angle is measured in degrees, the same as the derivative of the sine function, where the angle is measured in radians. In my department we audition all candidates for teaching calculus and often ask this question. So many people, including some with Ph.D.'s from good schools, couldn't answer this properly that I even tried it on a few really famous mathematicians. Again, the difficulty we all have with this question is for me a sign of how badly we ourselves learn calculus. Note, however, that if you use the definitions of function and derivative I give above, the answer is rather easy.
Best Answer
Kenneth Kunen recently wrote a wonderful introduction to Mathematical Logic, called "The Foundations of Mathematics" (ISBN: 978-1-904987-14-7), published in 2009. The book's only prerequisite is the mathematical maturity that an Introduction to Analysis course would provide, so it sounds like your students would be prepared. The book provides a brief introduction to axiomatic set theory, model theory, and computability theory; and it culminates with a proof of Godel's incompleteness theorems and Tarski's theorem on the non-definability of truth. There are also a couple brief discussions of the philosophy of mathematics; these are given from the perspective of the working mathematician, and they are used to motivate the material. And they are very helpful. In fact, the most salient thing about this book is that it is exceptionally clear, well-written, and easy to learn from. (Kunen also wrote "Set Theory: An Introduction To Independence Proofs" which is also exceptionally clear, well-written, and easy to learn from). Your students will be grateful for the fact that this book is available (new) on amazon.com for less than $25.