The boundaries between subject disciplines in secondary education today make it difficult for students to see their subjects in context. However, examining the secondary curriculum in England shows that there are a wealth of opportunities for making links and helping to develop students' epistemic insight and scholarly thought. This article provides concrete examples of these opportunities and offers a view into ongoing research by the LASAR Centre at Canterbury Christ Church University (UK), which supports teachers in bridging subject boundaries through a strategy called Classrooms with Permeable Walls.