According to N.C.F. 2005 in the upper primary stage science curriculum, which…

Concept: NCF 2005's Position Paper on Teaching of Science lays out a graded, stage-wise pedagogy for school science: at the upper-primary stage, concepts are meant to grow out of the learner's own everyday experience and out of hands-on activity/experimentation, building understanding inductively. A formal, subject-divided treatment of science, and the explicit introduction of laws and theories, are not part of this upper-primary design — NCF 2005 places both later in schooling, once learners are ready for more structured, abstract science.

Application: The stem offers four descriptive statements about how science concepts could be taught. Two of them — rooting concepts in the learner's everyday experience, and building concepts up from activities and experiments — describe exactly the inductive, experience-led approach NCF 2005 prescribes for the upper-primary stage. The other two — teaching through a formal, subject-divided approach, and introducing laws and theories alongside concepts — describe an approach NCF 2005 keeps for later in schooling, once learners are ready for more formal, abstract science. This question asks specifically about the upper-primary stage, so the combination that keeps only the experience-led, activity-based ideas is the one that matches NCF 2005's recommendation for this stage.

Cross-check:

• A combination that also brings in the subject-divided teaching idea overreaches: NCF 2005 does not expect that shift at the upper-primary stage.

• A combination that also brings in the laws-and-theories idea likewise overreaches beyond what NCF 2005 expects at this stage.

• A combination that drops the activities/experiments idea in favour of the laws-and-theories idea gets the stage-appropriateness backwards: it keeps an idea NCF 2005 defers to later schooling while discarding one it wants at the upper-primary stage itself.