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National Curriculum Framework (NCF), 2005 provides a guideline with which teachers and schools can choose and plan experiences that they think children should have. 

Important PointsThe NCF 2005 endorses the scope of EVS by emphasizing that it has

• to raise awareness and understanding of children about their environment,
• to be taught as a composite area of study in classes I to V
• building capacities to develop a holistic vision and participate in its protection and management his assertion gains importance as the world is increasingly moving towards protection and conservation of the environment

Key Points

EVS is a Composite Area : EVS at the primary stage is a single study area. It is visualized as a composite study area drawing learning experiences/contents from physical, biological, chemical, social, cultural, and other dimensions of study.

• The contents are organized around curricular themes like Food, Shelter, Water, Travel, etc. This thematic organization is intended to correlate two or more disciplines of study or school subjects.
• This helps children to develop an inter-related and connected understanding of the subject studied rather than a fragmented view of it.
• For each theme, a web of possible connections of concepts and skills are suggested, which are to be developed over the period of primary grades. 

Hint

To achieve the above objectives, EVS is organized around three broad principles-

• Learning about the environment
• Learning through the environment
• Learning for the environment

Hence, we can conclude that EVS to be taught as a composite area of study in classes I to V is correct regarding EVS is in accordance with NCF-2005.

The syllabus for EVS (classes III-V) is thematic in approach rather than being structured around individual topic/s (as it used to be in the earlier years). It is woven around six common themes – Family and friends, Food, Shelter, Water, Travel, and Things we make and do.

Key Points

• These themes provide real-life links to the children’s daily experiences.
• Thematic organization of content in EVS helps dissolve the conventional subject boundaries created in the formal education system.
• It also encourages the learner to realize the linkages between the various subjects.
• Thematic structuring of the contents in EVS cuts across the boundaries of several disciplines such as social sciences, sciences, languages, history, geography, civics, etc., developing in children an interdisciplinary perspective (contributions of various disciplines) to understanding environment and environmental problems and their solutions because this is related to our lives and lifestyles.
• EVS, thus, is an interdisciplinary study of how humans interact with their environment – physical, biological, social, and cultural.

Thus, it is concluded that A, B, and C are the correct options.

EVS is a subject that is concerned with the development of learners' awareness of environmental issues. Principles refer to a set of guidelines that govern and effectively direct the educational process.

Key Points The following principles should be kept in mind while organizing the teaching-learning of EVS:

• Learning without burden.

• Simple to complex approach.

• Use of audio-visual materials.

• Individual differences of the child.

• Activity and experience-based learning.

• Encouragement of use of various sources.

Hence, we can conclude that students’ parents' income is not covered in the principles of organizing teaching-learning of EVS.

EVS is a subject which is concerned with nurturing children's curiosity about the natural environment.

Students are taught EVS at primary level because:

• to connect learners to the natural and socio-cultural environment
• exploring their surroundings and getting connected.

• developing awareness about environmental and social issues.

• to promote plurality of texts and contexts.
• for building capacity for critical thinking and problem-solving.

• nurturing the curiosity and creativity particularly with the natural environment.

• locating and comprehending relationships between the natural, social and cultural environment.

Hence, we conclude that acknowledging the superiority of textbook knowledge over actual observation is not the aspect of EVS.

This sign indicates a broad road ahead for vehicles. It is used as a warning sign to inform drivers in advance. Hence, the correct answer is Broad road ahead.