When people, particularly politicians, speak of learning related to schools, they adopt a very narrow definition of learning. Essentially they talking about curriculum, and that is effectively about the content of what is to be learnt.
A more representative vision of learning would need to take into account many related developmental factors which develop, not in the batches on which schools are organised, but at the rates of the individual.
Williams and Shellenberger (1996) formulated their pyramid of learning and it highlights how sensory integration relates to a child’s learning process. It offers a more rational view of the way students need to develop their learning. There is no mention of subjects or particular pieces of knowledge at all.