# Life Orientation Grade 10 P1 November Mock Exam 2 2026 Memo > Grade 10 Life Orientation Paper 1 memorandum from the November Mock Exam 2 2026 (English), 13 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-10-life-orientation-2026-november-mock-exam-2-memorandum/cd57b6e7-cedb-4c08-9a0c-335870e3c4e0 - Updated: 2026-10-29 - Subject: Life Orientation - Grade: Grade 10 - Language: English - Document type: Memorandum - Year: 2026 - Exam period: November Mock Exam 2 - Paper: 1 - Publisher: Hlayiso - Curriculum: CAPS - Pages: 13 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 10](https://www.hlayiso.com/library/grade-10) › [Life Orientation](https://www.hlayiso.com/library/grade-10/life-orientation) › [Life Orientation Grade 10 P1 November Mock Exam 2 2026 Memo](https://www.hlayiso.com/library/grade-10-life-orientation-2026-november-mock-exam-2-memorandum/cd57b6e7-cedb-4c08-9a0c-335870e3c4e0) ## About this document Life Orientation · Grade 10 · November Mock Exam 2 · 2026 · English. Memorandum, 13 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Matching paper and memo - [Grade 10 Life Orientation November 2026 Mock 2](https://www.hlayiso.com/library/grade-10-life-orientation-2026-november-mock-exam-2-question-paper/66bda615-daa0-4272-aada-63c67574e64e) — QP · 2026 · Eng ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Mock hlayiso mock exams Practice Series: Grade 10 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 10 LIFE ORIENTATION NOVEMBER EXAMINATION 2026 (MOCK) MARKING GUIDELINES MARKS: 100 These marking guidelines consist of 13 pages. Copyright reserved Please turn over ### Page 2 Life Orientation 2 Hlayiso/Mock 2026 NSC – Marking Guidelines NOTES TO MARKERS • These marking guidelines are not exhaustive. Accept any other relevant, correct answer that shows understanding, and use professional judgement. • Each ✓ represents ONE mark. • For (2 x 2) and (3 x 2) items, award ONE mark for stating a relevant point and ONE mark for explaining, discussing or giving an example of it. • For (2 x 3) items: ONE mark for the point/measure, ONE mark for explaining how it is done, ONE mark for the benefit/outcome that was asked for. • SECTION C (2 x 4) items: ONE mark for the point, ONE mark for the explanation, ONE mark for an example/elaboration, ONE mark for the consequence/evaluation (critical/analytical link). A point that is only stated earns ONE mark. • Questions in SECTIONS B and C must be answered in full sentences; SECTION C must be in paragraphs. Do not award explanation marks for single words or lists. Points written in bullet form in SECTION C: award a maximum of HALF the marks for that bullet. • SECTION C: if a candidate answered all THREE questions, mark only the first TWO questions answered. • Do not penalise a candidate twice for the same error. Do not award marks for repeated points. Copyright reserved Please turn over ### Page 3 Life Orientation 3 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION A QUESTION 1 1.1 1.1.1 B ✓ (5 x 1) (5) 1.1.2 C ✓ 1.1.3 A ✓ 1.1.4 D ✓ 1.1.5 B ✓ 1.2 1.2.1 Hormones ✓ (5 x 1) (5) 1.2.2 Match-fixing ✓ 1.2.3 Human trafficking ✓ 1.2.4 Gender stereotyping/gender (role) stereotypes ✓ 1.2.5 Dehydration ✓ 1.3.1 The different positions/responsibilities a person takes on in different (1 x 2) (2) areas of life ✓, e.g. being a learner, a son/daughter, a friend, a team member or a church member, each with its own expected behaviour ✓ 1.3.2 Sets national standards for and registers qualifications on one (2 x 1) (2) framework ✓ Shows the level of each qualification (levels 1–10) so that qualifications can be compared ✓ Records learner achievements (National Learners’ Records Database) ✓ Makes it possible to move between learning paths/institutions (articulation, credit transfer) ✓ Promotes lifelong learning and access to education and training ✓ Protects learners against unrecognised qualifications/ensures quality ✓ [ANY TWO] 1.3.3 Values are beliefs/principles about what is important or right that (1 x 2) (2) guide a person’s behaviour and choices ✓ Example: A learner who values honesty refuses to copy in a test ✓ Also accept: a teenager who values health refuses alcohol at a party; one who values respect does not join in bullying; one who values education studies instead of going out. [ANY ONE example] 1.3.4 The teenager may follow the group’s rules and values instead of the (1 x 2) (2) family’s rules ✓, which causes arguments, e.g. about curfew, dress or friends ✓ He/she may spend most of the time with friends ✓, so that family members feel neglected ✓ He/she may confide in friends rather than parents ✓, so communication at home breaks down ✓ He/she may take part in risky behaviour to be accepted (e.g. drinking, bunking) ✓, which leads to conflict and loss of trust ✓ [ANY ONE] Copyright reserved Please turn over ### Page 4 Life Orientation 4 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.3.5 Knowing one’s strengths and weaknesses helps to set realistic (2 x 1) (2) goals ✓ Better/responsible decision-making ✓ Builds self-esteem/self-confidence ✓ Helps to manage emotions and stress ✓ Better relationships/communication with others ✓ Helps to choose suitable subjects and careers ✓ Improves performance at school (focus on areas to improve) ✓ [ANY TWO] [20] TOTAL SECTION A: 20 Copyright reserved Please turn over ### Page 5 Life Orientation 5 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION B QUESTION 2 2.1 Fair and equal distribution of resources, opportunities and services (1 x 2) (2) among all people in society ✓, so that everyone’s rights are respected and basic needs can be met regardless of race, gender or income ✓ 2.2 Bribery ✓ (2 x 1) (2) Fraud ✓ Embezzlement/theft of public funds ✓ Kickbacks ✓ Tender rigging ✓ Favouritism/cronyism ✓ Do not accept nepotism. [ANY TWO] 2.3 Money meant for services is stolen or wasted ✓, so projects such (2 x 2) (4) as the pipeline are never completed ✓ Tenders are given to friends/relatives (nepotism) instead of the best qualified companies ✓, which results in poor-quality or unfinished work ✓ Officials are not held accountable ✓, so problems are not fixed and complaints are ignored ✓ Inflated prices for contracts ✓mean fewer services can be paid for with the budget ✓ Unqualified people are appointed to posts ✓, so services are badly planned and managed ✓ [ANY TWO] 2.4 Health: Without clean water learners cannot wash their hands or (2 x 2) (4) flush toilets ✓, which spreads diseases such as diarrhoea/cholera ✓ Learners may drink unsafe water from other sources ✓, leading to water-borne diseases ✓ Dehydration ✓causes headaches and tiredness ✓ School performance: Learners arrive late because they queue for water ✓, so they miss teaching time and fall behind ✓ Illness leads to absenteeism ✓, so marks drop ✓ Tiredness/poor hygiene/embarrassment ✓makes it difficult to concentrate in class ✓ Award marks for ANY TWO points; at least ONE must refer to health and ONE to school performance for full marks. If only health OR only performance is addressed, max 2. 2.5 Damaging the library is vandalism/a crime that destroys a resource (1 x 2) (2) that learners need ✓ + ANY ONE consequence: money spent on repairs reduces funds for services / it violates the rights of others / it may lead to arrest and a criminal record / it turns public sympathy against their valid complaint ✓ Copyright reserved Please turn over ### Page 6 Life Orientation 6 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.6 Organise a peaceful petition signed by residents ✓and hand it to (2 x 3) (6) the ward councillor/municipality ✓, so that leaders have evidence of the community’s needs and must respond ✓ Collect evidence (photos, dates of water cuts) ✓and report the corruption to the Public Protector, SAHRC or an anti-corruption hotline ✓, so that officials can be investigated and held accountable ✓ Attend ward committee/community meetings and Integrated Development Plan (IDP) meetings ✓to raise the problem formally ✓, so the community takes part in decisions on service delivery ✓ Hold a lawful, peaceful march after notifying the municipality/police ✓with clear demands ✓, which draws attention without damaging property ✓ Use the media/social media responsibly ✓to publicise the problem with facts ✓, which puts pressure on officials to act ✓ Award: 1 mark for the way, 1 for how it is done, 1 for the benefit. [ANY TWO] [20] QUESTION 3 3.1 Sex refers to the biological differences between males and females, (1 x 2) (2) e.g. reproductive organs and chromosomes ✓, whereas gender refers to the roles, behaviour and expectations that society/culture links to being male or female ✓ 3.2 “Girls belong in the office, not on a construction site” ✓ (2 x 1) (2) The teacher lets the boys do practical demonstrations while Lerato takes notes ✓ “Real men don’t cook”/mocking Themba for choosing Hospitality Studies or wearing an apron ✓ The belief that Electrical Technology is for boys only/that Lerato is the only girl ✓ [ANY TWO] 3.3 Right to equality ✓: Lerato and Themba are treated unfairly (2 x 2) (4) because of their gender ✓ Right to human dignity ✓: insulting names and edited photos humiliate Themba ✓ Right to education ✓: Lerato is not allowed to take part fully in practical work, and Themba misses lessons ✓ Right to privacy ✓: photos of Themba are edited and posted without his consent ✓ Freedom and security of the person ✓: bullying (hiding tools, harassment) is a form of psychological violence ✓ Also accept: freedom of trade, occupation and profession (choice of career). [ANY TWO] Copyright reserved Please turn over ### Page 7 Life Orientation 7 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.4 The boys are given the practical/leadership roles while Lerato takes (2 x 2) (4) notes ✓, so her practical skills are not developed ✓ It sends a message to the class that technical work is for boys ✓and that girls should do “office” work ✓ It legitimises/supports the boys’ teasing ✓, because they see the teacher treating Lerato as less capable ✓ It lowers Lerato’s confidence ✓and pushes her to change subjects ✓ [ANY TWO] 3.5 If Lerato believes that technical work is “not for girls” and changes (1 x 2) (2) subjects ✓, she closes the door to careers such as electrician or engineer that need this subject, and may end up in a career that does not match her interests and abilities ✓ She may not get equal chances to develop practical skills ✓, so she will be less competitive for apprenticeships/bursaries ✓ [ANY ONE] 3.6 Draw up and enforce an anti-bullying and anti-discrimination policy (2 x 3) (6) ✓with clear consequences for bullies, including cyberbullying ✓, so that learners feel protected and bullying decreases ✓ Train teachers on gender-inclusive teaching ✓, e.g. giving all learners equal turns in practical work ✓, so that Lerato can develop her skills with confidence ✓ Set up a safe, confidential reporting system ✓with access to the counsellor/social worker ✓, so that victims such as Themba get support quickly ✓ Run awareness campaigns/career days with role models in non-traditional careers ✓, e.g. a female electrician and a male chef ✓, which challenges stereotypes and motivates learners ✓ Encourage subject choice based on interests and abilities ✓through guidance in LO lessons ✓, so that learners do not drop subjects because of pressure ✓ Award: 1 mark for the measure, 1 for how it works, 1 for the benefit. [ANY TWO] [20] TOTAL SECTION B: 40 Copyright reserved Please turn over ### Page 8 Life Orientation 8 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION C QUESTION 4: BIASES AND UNFAIR PRACTICES IN SPORT 4 •1 Racism/racial bias in team selection ✓ (4 x 1) (4) Gender bias in selection or opportunities for women ✓ Unequal media coverage of women’s or minority sports ✓ Unequal pay/prize money (e.g. men vs women) ✓ Bribery of referees/officials ✓ Violence/deliberately injuring opponents ✓ Racism, sexism or other discrimination by players, officials or spectators ✓ Cheating, e.g. diving, ball-tampering or lying about age (age cheating) ✓ Unsportsmanlike conduct/abuse of referees and officials ✓ Gamesmanship/time-wasting to unsettle opponents ✓ Illegal betting by players or officials on their own games ✓ Maladministration/corruption in sports bodies (misuse of funds) ✓ Exploitation of young players, e.g. unfair contracts ✓ Hooliganism/crowd violence ✓ Do not credit examples that amount to fixing a result (e.g. bribing a player to lose); bribery of officials for other purposes and betting are acceptable only if not described as fixing the result. [ANY FOUR] 4 •2 Doping: Doping gives some athletes an unfair advantage ✓, so the (2 x 4) (8) competition is no longer decided by talent and hard work ✓. For example, a clean sprinter may lose a bursary to a doped athlete ✓. As a result spectators and sponsors lose trust in the sport, and support and funding decline ✓ Match-fixing: When results are decided beforehand ✓, the game is no longer a fair contest ✓. For example, a goalkeeper who lets in goals for money cheats his team-mates and supporters ✓. This damages the reputation of the club/league, can lead to bans and loss of sponsors, and links sport to crime and corruption ✓ Also accept: scandals discourage young people from taking part; harm to role-model image; legal action and suspensions. Award up to 4 marks for doping and up to 4 marks for match-fixing. If only one practice is discussed, max 4. Copyright reserved Please turn over ### Page 9 Life Orientation 9 Hlayiso/Mock 2026 NSC – Marking Guidelines 4 •3 Educate athletes, coaches and parents about the rules, health risks (2 x 4) (8) and consequences of doping and match-fixing ✓, e.g. through workshops by the sports body/SAIDS ✓. Informed athletes are less likely to be tricked into using banned substances ✓; however, education alone only works if it is repeated regularly and backed by rules ✓ Regular and random drug testing at school and club competitions ✓, with strict penalties such as bans ✓. The fear of being caught discourages cheating ✓, although testing is expensive, so sports bodies must budget for it and use accredited laboratories ✓ Adopt and enforce a code of conduct/fair-play policy ✓that all players and officials sign ✓. Officials who offer bribes are suspended and reported to the police ✓, which shows that cheating has serious consequences and protects honest players ✓ Reduce pressure to win at any cost ✓by rewarding effort, sportsmanship and academic performance, not only winning ✓, e.g. fair-play awards ✓, so that young athletes value honest participation ✓ Set up confidential whistle-blowing lines ✓so that players can report bribes or doping safely ✓; this helps officials to catch offenders early ✓and builds a culture of integrity ✓ Good governance in sports bodies ✓, e.g. transparent management of funds and regular audits ✓, so that officials cannot hide corruption ✓and players trust the system ✓ Award up to 4 marks per strategy (point, explanation, example, evaluation). [ANY TWO] [20] Copyright reserved Please turn over ### Page 10 Life Orientation 10 Hlayiso/Mock 2026 NSC – Marking Guidelines QUESTION 5: PHYSICAL ACTIVITY AND WELL-BEING 5 •1 Obesity/unhealthy weight gain ✓ (4 x 1) (4) Heart disease/high blood pressure ✓ Type 2 diabetes ✓ Weak muscles and bones (e.g. osteoporosis later in life) ✓ Poor posture/back and neck pain (long screen time) ✓ Low energy/fatigue ✓ Depression, anxiety and stress ✓ Some cancers/stroke ✓ Poor sleep ✓ [ANY FOUR] 5 •2 Mental health: Exercise releases endorphins (“feel-good” (2 x 4) (8) chemicals) ✓, which reduce stress, anxiety and symptoms of depression ✓. For example, a learner who walks or plays sport after school feels calmer and sleeps better ✓, so he/she is better able to cope with pressure and has a more positive self-image ✓ Also accept: better self-esteem/body image; social contact reduces loneliness. School performance: Physical activity increases blood flow and oxygen to the brain ✓, which improves concentration and memory ✓. For example, learners who are active are less tired in class ✓, so they learn more effectively and their marks may improve ✓ Also accept: fewer sick days/better attendance; discipline and time-management skills from sport. Award up to 4 marks for mental health and up to 4 marks for school performance. If only ONE is discussed, max 4. Copyright reserved Please turn over ### Page 11 Life Orientation 11 Hlayiso/Mock 2026 NSC – Marking Guidelines 5 •3 Crime/unsafe public spaces ✓: parents keep teenagers indoors (2 x 4) (8) because parks and streets are dangerous ✓, e.g. Sipho may not play in the park where muggings happen ✓. Solution: exercise in groups/at home or join supervised community or church programmes, and lobby the municipality to fix lights; this works only if adults and the community take part ✓ Cost ✓: gym memberships, club fees and equipment are too expensive for many families ✓, e.g. Sipho’s family cannot afford fees ✓. Solution: free activities such as jogging, skipping, body-weight exercises or home-made weights (bottles of sand); these are effective and cost nothing ✓ Lack of facilities ✓: many communities have no safe fields, courts or sports clubs ✓, e.g. the only park is in poor condition ✓. Solution: use school grounds after hours or community halls, or petition the ward councillor; this needs cooperation and maintenance to last ✓ Time and transport ✓: long commutes leave little time or daylight ✓, e.g. Sipho gets home after dark ✓. Solution: short indoor workouts, walking part of the way with friends, or weekend activity; a few short sessions per week still improve fitness ✓ Fear of ridicule/cultural attitudes ✓: some teenagers, especially girls, are teased for exercising ✓, e.g. Sipho’s sister is teased by neighbours ✓. Solution: exercise with friends/family or join women’s walking or running groups; group support builds confidence and challenges stereotypes ✓ Screen habits ✓: hours on phones replace active time and disturb sleep ✓, e.g. Sipho scrolls until late ✓. Solution: set screen-time limits or use fitness apps/videos to exercise; this only works with self-discipline ✓ Award up to 4 marks per barrier: barrier, explanation, example, solution with evaluation. If no solution is given, max 3 per barrier. [ANY TWO] [20] Copyright reserved Please turn over ### Page 12 Life Orientation 12 Hlayiso/Mock 2026 NSC – Marking Guidelines QUESTION 6: STUDY SKILLS AND FURTHER STUDY 6 •1 Use mnemonics/acronyms ✓ (4 x 1) (4) Make mind maps or diagrams (visualisation) ✓ Summarise in own words ✓ Study in short sessions with breaks/spaced repetition ✓ Revise regularly instead of cramming ✓ Use flash cards/self-testing ✓ Explain the work to someone else/study group ✓ Link new work to what she already knows (association) ✓ Get enough sleep, water and healthy food ✓ Study in a quiet place without distractions (e.g. phone) ✓ [ANY FOUR] 6 •2 Read through the whole paper first ✓and plan the time per question (2 x 4) (8) according to the marks ✓. For example, in a 100-mark, 2-hour paper she can spend about 1 minute per mark (leaving time to check) and start with questions she knows well ✓. This prevents her from spending too long on the first questions and helps her finish ✓ Use the mark allocation to guide the length of answers ✓, e.g. a (2 x 2) question needs two points with explanations only ✓. She should not write long answers for low-mark questions ✓, which saves time for questions with higher marks ✓ If she gets stuck, she should leave space and move on ✓, then return to the difficult question at the end ✓. For example, mark the question number in the margin ✓, so that she does not lose marks on questions she could have answered ✓ Keep a watch/check the time regularly ✓and leave 5–10 minutes at the end to check answers and numbering ✓, which reduces careless mistakes ✓and ensures all questions are attempted ✓ Underline key words in each question (e.g. explain, discuss, state) ✓so she answers exactly what is asked ✓and does not waste time on irrelevant information ✓, which improves both speed and marks ✓ Award up to 4 marks per strategy. [ANY TWO] Copyright reserved ### Page 13 Life Orientation 13 Hlayiso/Mock 2026 NSC – Marking Guidelines 6 •3 Harm: A bogus college’s diploma is not registered on the NQF/not (2 x 4) (8) recognised ✓, so employers and universities will not accept it ✓. Nomvula would waste money and time, e.g. fees paid for six weeks that lead to nothing ✓, and she may later struggle to find work or to study further, which can lead to frustration and debt ✓ Also accept: college may close suddenly; no proper training, so she lacks real skills; she may skip finishing matric. How to check: Check whether the college is registered with the Department of Higher Education and Training (DHET) ✓and whether the qualification is registered on the NQF/with SAQA, e.g. on the SAQA or DHET website ✓. She can also check accreditation by the relevant quality council (e.g. CHE/QCTO/Umalusi) ✓, and ask the school’s career counsellor; promises such as “no matric needed, certificate in six weeks” are warning signs ✓ Award up to 4 marks for the harm and up to 4 marks for how to check. If only ONE aspect is addressed, max 4. 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