The National Curriculum Committee had recommended in the 1975 policy document “The Curriculum for the Ten-year School: A Framework”, that a single subject ‘Environmental Studies’ be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II.
EVS is an approach to the learning of environment in totality without being burdened by any disciplinary considerations.
The focus is on
- Surroundings rather than content
- Situation rather than subject
- Experience rather than knowledge
The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows:
- to train children to locate and comprehend relationships between the natural, social and cultural environment;
- to develop an understanding based on observation and illustration, drawn from lived experiences and physical, biological, social and cultural aspects of life, rather than abstractions;
- to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces;
- to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people);
- to develop an awareness about environmental issues;
- to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.;
- to emphasise design and fabrication, estimation and measurement as a prelude to the development of technological and quantitative skills at later stages;
- to be able to critically address gender concerns and issues of marginalisation and oppression with values of equality and justice, and respect for human dignity and rights.
Themes in EVS
The syllabus for Classes III-V is woven around six common themes given below; the predominant theme on ‘Family and Friends’ encompasses four sub-themes:
1. Family and Friends:
1.1 Relationships;
1.2 Work and Play;
1.3 Animals;
1.4 Plants
2. Food;
3. Shelter;
4. Water;
5. Travel;
6. Things We Make and Do
Question / Answer
| Question #1 |
As per the NCF. 2005, which one among the following is the theme of EVS?
[Pedagogical Issues – Environmental Studies] [Environmental Studies] [CTET-2016-02] |
|---|---|
| Options | Food correct answer Solar system Weather Energy |
| Question #2 |
Which one of the following the National Curriculum Framework (NCF, 2005) does not propose in the context of EVS teaching
[] [Environmental Studies] [CTET-2015-09] |
| Options | Linkages with children’s experience and context Hands on activities Familiarity with technical terms correct answer Thematic approach |
| Question #3 |
NCF 2005 has not recommended any prescribed curriculum and
text-books for EVS for classes I and II. The most appropriate reason for
this.
[] [Environmental Studies] [CTET-2015-02] |
| Options | EVS is only for class III onwards Learners in class I and II cannot read and write To provide contextual learning environment correct answer To reduce the load of curriculum |
| Question #4 |
Which National Curriculum Framework (NCF) recommended
Environmental Studies to be taught as an integrated curricular area at
the primary level?
[Pedagogical Issues – Environmental Studies] [Environmental Studies] [CTET-2018-12] |
| Options | NCF-2005 NCF-1988 NCF-2000 NCF-1975 correct answer |