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EVS learning has to be theme based rather than topic-based

Relating science learning to daily life experiences of children.

Thematic approach.

Focus on skill / process development.

Opportunity for knowledge construction.

Infusion of environmental issues.


Conversation pages and notes at the bottom of most pages elicit a lot of conversation in both English and a second language.

Lessons are integrated into poetry and prose.

Worksheets are child-centric ‘worktexts’ that allow children to work independently on their own.

All books are divided into six parts called tiers. There are 5 units in each tier.

Each unit is one week of work. Time is a guide, not a constraint. Perfection of each Unit and Tier is the goal before the next one is begun.

All work inside a unit is organised into sequential modules, progressing from easy to difficult.

“My Log of Completed Work” is coloured by the children upon completion of each module.

Children learn planning and self-study skills from the beginning.

Conversation is built-in most units of work
Completed Work Leads to Better Self-Analysis
Integrating poetry and Parts of Speech
Child-centric ‘Worktext’


Teachers use the solution books provided for the control of error.

Where interactive whiteboards are available, Perfection Digital Books help accelerate learning. In a PDB, all questions are followed by solutions.

Standard answers are provided and models for writing, for example, Children learn to fix their own mistakes.

Counters for any lack of competence or English proficiency.

Speeds up learning.

Combining Expressing in English with General Knowledge
Adverbs: When, Where, Why, How
Direct & Reported Speech:Colour-coded ‘worktext’
Adverbs: A Child-Centric Worktext