These statements are supported by pedagogy.  That is why teachers need to make the teaching process effective.  These are statements that provide some points for knowing that children have developed qualitatively and holistically. 

 The following are examples of two study outcomes for environmental education.  The scholar describes the need for food and water availability for people, animals and birds of different ages, as well as the use of water in and around the religion.

In order to assimilate the above study findings, the learner should be provided opportunities to work in pairs, in groups or individually.  Children should be encouraged to observe and research the surrounding area, take notes, and present it in writing, in pictorial form or by gestures. 

 The study outcomes at the primary level are meant to provide effective learning opportunities for children with special needs (CWSN) and disadvantaged groups and all other students. These study outcomes are designed for the environment, science, mathematics, social sciences and language curriculum.  These study findings are linked to curriculum expectations and pedagogical processes. The provisions for children in the reading group include the following.