Life Skills Education for Adolescents — Mastery

Q1. A person who has learnt life skills is most likely to

• A. score the highest marks in school examinations
• B. remember every fact from every textbook
• C. win every co-curricular competition without effort
• D. make informed decisions and communicate effectively

Q2. Which of the following is NOT one of the WHO ten core life skills?

• A. self-esteem and self-awareness
• B. effective communication and interpersonal relationships
• C. critical thinking and creative thinking
• D. competitive sportsmanship and public speaking

Q3. Risky behaviours that adolescents may fall into are listed. The list best includes

• A. smoking, drug use, fighting and unsafe sexual contact
• B. reading too many storybooks and playing chess
• C. going to school regularly and helping at home
• D. joining cultural clubs and learning a new language

Q4. Class 5 student Rohit gets angry when his classmate teases him, but pauses, names his feeling as 'anger over a small joke', counts to ten and then walks away to play. This best illustrates an adolescent practising

• A. memorisation of textbook material
• B. withdrawal from all social contact
• C. the ability to make informed decisions and control his emotions
• D. aggression dressed up as politeness

Q5. Negative peer pressure during adolescence can lead to consequences such as

• A. improved performance in mathematics and science
• B. lifelong friendship circles with no harm
• C. stronger parent-child bonds and academic discipline
• D. exposure to sexually transmitted infections, drug use and other risky behaviours

Q6. A Class 5 teacher in Rampur wants her pupils to build self-awareness. The two recommended practices are

• A. introspection — paying attention to one's own internal state — and accepting honest feedback from others
• B. memorising lists of feelings and reciting them aloud
• C. comparing oneself with the topper and copying her behaviour
• D. watching television for self-help content

Q7. Self-awareness 'throws light on self'. The best classroom indicator that a Class 5 child has begun to develop self-awareness is that the child

• A. can recite the names of all WHO core life skills
• B. can copy every answer from the blackboard correctly
• C. can describe his or her current mood, name the feelings that triggered it and identify what value or belief is at stake
• D. wins every classroom debate by arguing loudly

Q8. Interpersonal relationships are sustained by 'rapport'. Rapport is best described as

• A. the loudest voice in the conversation
• B. a fixed seating order in the classroom
• C. a written contract between two people
• D. a state of mind in which two people share warmth, ease and mutual understanding

Q9. Two Class 4 friends raise their voices, throw their school bags down and refuse to share the swing at recess. This is best labelled as

• A. a conflict — a sharp disagreement between two parties that needs to be resolved, not ignored
• B. an ordinary academic discussion
• C. a healthy competition
• D. a sign of high empathy

Q10. After two Class 5 pupils agree to take turns on the swing, the teacher writes their plan on a chart and asks them to report back in a week. This final move is called

• A. Step 1 — confront the conflict
• B. Step 3 — define the problem
• C. Step 4 — generate alternatives
• D. Step 5 — take action and evaluate

Q11. Four steps of problem-solving are set out. Which of the following is the correct order?

• A. Evaluate solutions; find and frame the problem; develop strategy; rethink and redefine
• B. Develop a strategy; rethink; find the problem; evaluate solutions
• C. Find and frame the problem; develop a strategy with sub-goals, algorithms or heuristics; evaluate solutions; rethink and redefine problems and solutions
• D. Rethink and redefine; develop strategy; evaluate solutions; find the problem

Q12. Class 5 student Meena has to prepare a project on 'Water in our village' in two weeks. She breaks the task into smaller weekly goals — Week 1: survey three wells; Week 2: write findings and draw a poster. At Step 2 of problem-solving, Meena is using

• A. an algorithm — a guaranteed step-by-step procedure
• B. convergent thinking — searching for the single correct answer
• C. lateral thinking — reformulating the problem
• D. sub-goals — breaking the main problem into smaller intermediate goals

Q13. Even before CBSE's life-skills push, value education was already required by

• A. The National Curriculum Framework 2005
• B. the Right to Education Act 2009 only
• C. the State Board examinations of 2012
• D. the JJ Act 2015

Q14. A school proposes to run a 'life skills' programme in Classes 4-5 that consists entirely of (i) a printed quiz on the names of all WHO core skills, (ii) a textbook chapter on the history of life-skills education and (iii) a written examination at the end. The most accurate evaluation of this proposal is

• A. The proposal is excellent because it covers every core skill on the WHO list.
• B. The proposal is fine as long as marks are high.
• C. The proposal is poor because it converts life skills into rote knowledge — life skills are abilities and habits that must be practised in real classroom situations, not memorised and examined.
• D. The proposal is good because written examination always proves skill acquisition.

Q15. Statement A: The school is treated as merely an examination centre and the teaching of life skills is assigned to families alone. Statement B: The school is placed at the centre of life-skills education and teachers are asked to use the infusion approach, classroom situations and value-education time to build life skills. Which is correct?

• A. Both A and B are correct.
• B. Only A is correct.
• C. Only B is correct.
• D. Neither A nor B is correct.

Q16. When did CBSE introduce Continuous and Comprehensive Evaluation (CCE) with grading in Classes IX and X?

• A. 2003
• B. 2005
• C. 2010
• D. 2015

Q17. The objectives are listed. Which of the following is NOT among the objectives set?

• A. define life skills and life skills education
• B. explain the importance of life skills for adolescents
• C. describe the WHO core list and the three families of life skills
• D. prescribe disciplinary punishments for adolescents who break school rules

Q18. During adolescence, young people are eager to form new bonds outside the family but often lack the skill to 'relate to others effectively'. Which life-skill family is the unit pointing to here?

• A. the self-understanding family — self-esteem, self-awareness, assertiveness
• B. none — the unit treats this as an academic skill
• C. the dealing-with-issues family — critical thinking, creative thinking, decision-making, problem-solving
• D. the knowing-and-living-with-others family — communication, interpersonal relationships, empathy, conflict resolution

Q19. Class 5 captain Anjali notices that water from the school tap is being wasted. She first realises 'there is a wastage problem', then writes it down as 'How can our tap waste less water?', lists three possible fixes — a notice, a washer repair, a monitor — and finally picks 'washer repair plus monitor'. Anjali has just walked through the four decision-making steps in this order

• A. problem finding → problem stating → option finding → decision-making
• B. decision-making → option finding → problem stating → problem finding
• C. option finding → problem finding → decision-making → problem stating
• D. problem stating → decision-making → option finding → problem finding

Q20. A primary teacher wants to use the infusion approach in a Social Studies lesson. Which classroom plan best fits this example?

• A. give pupils a printed list of life-skills definitions and ask them to memorise it
• B. drop the chapter on colonisation and replace it with a 'Life Skills' period
• C. while teaching about colonisation, ask Class 5 pupils to list pros and cons, weigh them and judge whether it was a curse or a blessing
• D. hold a school-wide written test on the names of all WHO core life skills

Q21. Under Sarva Shiksha Abhiyan (SSA), life-skills training has been specifically arranged for

• A. primary-stage boys aged six to eight
• B. university first-year students
• C. pre-school children aged three to five
• D. upper-primary girls

Q22. Class 5 student Kavita is irritable, distracted and shows low interest in any classroom activity. The teacher talks to her gently, asks what she enjoys and discovers a strong interest in drawing. The teacher then plans Maths and EVS work that lets Kavita illustrate concepts. This teacher action best represents

• A. the teacher's role of helping the child find an area of interest and use it to build engagement and life skills
• B. the teacher demanding higher marks from Kavita
• C. the teacher punishing low interest as indiscipline
• D. the teacher abandoning her classroom duties

Q23. In 2012 CBSE launched a focused life-skills training programme for which age group?

• A. 3 to 6 years
• B. 6 to 10 years
• C. 10 to 18 years
• D. 18 to 25 years

Q24. Which of the following sets correctly belongs to the SECOND family — 'knowing and living with others'?

• A. self-esteem, self-awareness, assertiveness, coping with stress, coping with emotions
• B. critical thinking, creative thinking, decision-making, problem-solving
• C. effective communication, interpersonal relationships, empathy, conflict resolution
• D. honesty, punctuality, discipline, obedience

Q25. When a Class 5 child cries because his pet died, two teachers respond differently. Teacher A says 'Oh, how sad — poor thing, don't worry, I'll give you a sweet.' Teacher B sits beside him and says 'It hurts to lose someone you loved. I am here.' The response that better illustrates empathy is

• A. Teacher A — because she offered a sweet
• B. Teacher B — because she showed emotional understanding and unity with the child's feeling, without rushing to fix it
• C. Both responses are equally empathic
• D. Neither response is empathic

Q26. Statement A: According to Sections 10.5.3.1 and 10.5.3.2, critical thinking and creative thinking are the same skill under two names. Statement B: Critical thinking is convergent — analytical look at evidence to assess and evaluate — while creative thinking is divergent — generating many original ideas; the two are distinct but complementary higher-order skills. Which is correct?

• A. Both A and B are correct.
• B. Only A is correct.
• C. Only B is correct.
• D. Neither A nor B is correct.

Q27. Which of the following BEST distinguishes self-esteem from self-awareness as the two terms are used here?

• A. Both are the same skill — only the words differ.
• B. Self-esteem is the state of mind arising from an accurate, objective assessment of one's own abilities and influences; self-awareness is the ongoing attention paid to one's internal state — moods, feelings, beliefs and values.
• C. Self-esteem is what others think of you; self-awareness is what you think of others.
• D. Self-esteem belongs to childhood and self-awareness only to adulthood.

Q28. A primary teacher wants her Class 5 pupils to handle small quarrels better. The most coherent classroom plan is to

• A. ban all disagreements and punish anyone who quarrels
• B. first build empathy through role-plays where each child voices the other's feelings, then teach the five-step collaborative conflict-resolution sequence and let pupils apply it in small disputes
• C. ignore quarrels and let pupils sort them out by themselves with no skill input
• D. drop conflict topics altogether because they upset children

Q29. Two head teachers debate how to introduce life-skills education in Class 5. Head Teacher X proposes a weekly 30-minute period using textbook chapters, written tests and one prize for the topper. Head Teacher Y proposes weaving life skills into every Maths, EVS and Language lesson — Maths problem-finding, EVS group debates with empathy role-plays, Language journals for self-awareness — with no marks attached. Judging both plans, the most accurate evaluative conclusion is

• A. X's plan is better because marks always prove learning.
• B. Y's plan better fits — life skills are habits built by practice across subjects (the infusion approach), not by a marks-based knowledge period; X's rote-and-prize model contradicts the unit's definition.
• C. Both plans are equally valid as the unit does not prefer either.
• D. Neither plan can work in a primary school.

Q30. Which of the following is the MOST defensible overall judgement on why life-skills education is placed at the heart of the adolescent curriculum?

• A. Because the adolescent is too immature to learn any academic content.
• B. Because the adolescent faces a critical transition with biological, emotional and social vulnerabilities, and the three WHO families — self-understanding, knowing-and-living-with-others, dealing-with-issues — together equip the adolescent to make informed decisions, build healthy relationships and handle real-life problems with a positive attitude.
• C. Because life-skills education replaces every other subject in the school timetable.
• D. Because life-skills education is the only way to score well in examinations.