Engagement with primary sources is a key feature of arts and humanities subjects, particularly classics and ancient history. Recent instructional trends emphasise integrating skills with content, particularly in the first year of higher education. We investigate how successfully first-year university students used a variety of sources in an integrated skills and content course, through analysis of 84 final essays. Most students used four to nine sources in a 1500 word essay, but only one type of ancient source. The findings express the need to move from debates about whether to integrate skills or not, to greater discuss how key discipline-specific skills are integrated into content-based courses. Cognitive apprenticeship theory, and a thematic approach used in museum education, are used to reflect on the findings and discuss how teachers might better support students in this key aspect of the discipline.

与主要资源的接触是艺术和人文学科（尤其是古典文学和古代历史）的主要特征。最近的教学趋势强调将技能与内容相结合，尤其是在高等教育的第一年。我们通过分析84篇最后的论文，研究一年级大学生如何成功地在综合技能和内容课程中使用各种资源。大多数学生在1500字的论文中使用了四到九个来源，但是只有一种古老的来源。研究结果表明，有必要从关于是否整合技能的辩论转向更深入地讨论如何特定学科的关键技能已集成到基于内容的课程中。认知学徒理论和博物馆教育中使用的主题方法被用来反思研究结果，并讨论教师如何在该学科的这一关键方面更好地支持学生。