·         Encourages students to use and develop critical thinking skills to achieve the most out of their learning, in any discipline, and throughout their entire lives.

·          Accommodates students’ different learning styles and needs and allowing students to transfer skills learnt from one discipline to another.

·         Allows teachers to cover the content of an overcrowded curriculum authentically, linking various activities across the school day.

·         Students have more control over their learning providing them with a greater sense of agency, and enthusiasm to learn.

·         Encourages collaborative planning among teaching staff, lifting morale and providing an avenue for the sharing of expertise. 

·         Students can transfer knowledge and skills among learning experiences, adding to their prior knowledge and enhancing each learning experience.

·         Students develop creative skills to think about and respond to activities or experiences in many ways

·         Provides teachers and students with rich and meaningful concepts, authentic understanding, enhances enjoyment and assists reflection (Murdoch, 1998). 

·         Shared: Two disciplines with overlapping concepts or skills, eg: data collection and graphing as shared concepts in Science and Mathematics.

·         Webbed: One theme webbed to include various elements, eg: Theme: Fire webbed to the subject areas.

·         Threaded: Threading thinking and social skills, multiple intelligences (Gardner, 1983, as cited in Cherry, 2018), technology and study skills through disciplines, eg: Targeting ‘prediction’ through reading, math, science experiments thread the theme through disciplines.

·         Integrated: topics and concepts overlap authentically, eg: Teachers approach content through patterns found in each discipline.