# Life Orientation Grade 11 P1 November Mock Exam 2 2026 Memo > Grade 11 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-11-life-orientation-2026-november-mock-exam-2-memorandum/457dee8b-32f4-43ee-9ae5-8ab8bac221eb - Updated: 2026-10-29 - Subject: Life Orientation - Grade: Grade 11 - 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 11](https://www.hlayiso.com/library/grade-11) › [Life Orientation](https://www.hlayiso.com/library/grade-11/life-orientation) › [Life Orientation Grade 11 P1 November Mock Exam 2 2026 Memo](https://www.hlayiso.com/library/grade-11-life-orientation-2026-november-mock-exam-2-memorandum/457dee8b-32f4-43ee-9ae5-8ab8bac221eb) ## About this document Life Orientation · Grade 11 · 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 11 Life Orientation November 2026 Mock 2](https://www.hlayiso.com/library/grade-11-life-orientation-2026-november-mock-exam-2-question-paper/51994f39-76b8-4b57-bf96-9bd5440fe8be) — 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 11 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 11 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), (3 x 2) and (4 x 2) items, award ONE mark for stating a relevant point and ONE mark for explaining, discussing or giving an example of it. A point that is only stated earns ONE mark. • For “In EACH answer, also indicate …” items (QUESTIONS 2.5 and 3.6): ONE mark for the action/step and ONE mark for the indication of how it helps. • SECTION C (2 x 4) bullets: per point award 1 mark for the relevant point, up to 2 marks for in-depth discussion/critical engagement (cause, effect, evaluation), and 1 mark for a relevant example or link to the extract. A point that is only listed earns 1 mark. • SECTION C must be answered in paragraphs. If a bullet is answered in list form, award only the marks for the facts (the “stated” marks) and not the discussion marks. • 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. • Sensitive questions (online exploitation, GBV, mental health): accept respectful, factually correct answers from the candidate’s own context. 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 C ✓ (5 x 1) (5) 1.1.2 A ✓ 1.1.3 B ✓ 1.1.4 C ✓ 1.1.5 B ✓ 1.2 1.2.1 Accountability ✓ (5 x 1) (5) 1.2.2 Learnership ✓ 1.2.3 Procrastination ✓ 1.2.4 Euthanasia/assisted dying/mercy killing ✓ 1.2.5 Sportsmanship/sportspersonship/fair play ✓ 1.3.1 Biased: one-sided reporting that favours a particular view, omits (2 x 1) (2) facts or uses emotive language ✓ Unbiased: balanced, factual reporting that presents all sides fairly ✓ 1.3.2 Signing or starting a petition ✓ (2 x 1) (2) Attending ward-committee/community meetings or imbizos ✓ Making a submission/comment on proposed laws or by-laws ✓ Taking part in a peaceful march/protest or campaign ✓ Lobbying/writing to the ward councillor or a member of parliament ✓ Joining a youth council, RCL, civil-society organisation or political party youth wing ✓ Using the media/social media responsibly to raise awareness (advocacy) ✓ [ANY TWO] 1.4.1 He has only one photo/a profile with little information ✓ (2 x 1) (2) He never switches on his camera (avoids showing his face) ✓ He gives flattering messages and gifts (airtime) to build trust (grooming) ✓ He asks her to keep the chats secret from her parents ✓ He asks for a private photo ✓ He wants to meet her alone ✓ [ANY TWO] 1.4.2 The photo can be shared widely online and she loses control over (1 x 2) (2) it, causing humiliation/cyberbullying ✓✓ He may use the photo to blackmail her (sextortion) for more photos, money or a meeting ✓✓ It can cause anxiety, shame and depression ✓✓ Creating or sharing intimate images of a person under 18 is a criminal offence (child sexual abuse material), so legal problems can follow ✓✓ It can damage her reputation/digital footprint and future opportunities ✓✓ [ANY ONE] Copyright reserved Please turn over ### Page 4 Life Orientation 4 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.4.3 Stop communicating with him and do not send any photos or meet (1 x 2) (2) him ✓✓ Tell a trusted adult (parent, teacher, counsellor) about the chats ✓✓ Keep evidence (screenshots), then block and report the profile to the app/platform ✓✓ Report the matter to the police/a child-protection service such as Childline ✓✓ [ANY ONE] [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 Definition: a relationship in which both people feel safe, respected (1 + 3) (4) and valued, and support each other’s well-being and growth ✓ Characteristics: mutual respect ✓; trust ✓; honest and open communication ✓; equality/shared decision-making ✓; respect for each other’s boundaries, privacy and consent ✓; freedom to have other friends and interests ✓; support for each other’s goals ✓; conflict is resolved without violence or threats ✓ [ANY THREE] 2.2 “he checks her phone every evening” ✓ (2 x 1) (2) “insists that she shares her live location with him” ✓ “becomes angry when she replies late to his messages” ✓ “told her to stop playing netball” ✓ says her friends are a bad influence/“she only needs him” (isolating her from friends) ✓ [ANY TWO] 2.3 Repeated messages that jealousy and control are signs of love (2 x 2) (4) make teenagers see controlling behaviour as normal/romantic ✓✓ Influencers are role models, so followers copy their beliefs without questioning them ✓✓ Content often shows unrealistic, “perfect” relationships, which creates unrealistic expectations and pressure ✓✓ Algorithms keep showing similar content, so one-sided views are reinforced (echo chamber) ✓✓ Media may portray gender stereotypes, e.g. men as dominant and women as submissive, which supports unequal power in relationships ✓✓ Positive content can also teach about consent, respect and warning signs of abuse ✓✓ [ANY TWO] 2.4 Constant control and anger cause anxiety, stress and fear, which (2 x 2) (4) harm her emotional/mental health ✓✓ Being isolated from friends removes her support system and leads to loneliness ✓✓ Giving up netball reduces physical activity and something she enjoys/her identity ✓✓ Her self-esteem/confidence decreases because her choices are always questioned ✓✓ Falling behind with assignments may lead to poor results and affect her future studies ✓✓ The control may escalate into emotional, physical or sexual abuse ✓✓ [ANY TWO] Copyright reserved Please turn over ### Page 6 Life Orientation 6 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.5 Action ✓ + how it protects her ✓ (3 x 2) (6) If she feels safe, talk to Sbu calmly in a public place using “I”-statements and set clear boundaries about her phone, location and friends ✓; this asserts her right to privacy and lets her see whether he respects her boundaries, without putting her at risk ✓ Talk to a trusted adult/Ayesha/the school counsellor or a social worker ✓; she gets emotional support and help to decide what to do safely ✓ Reconnect with her friends and return to netball ✓; this rebuilds her support network, confidence and physical health ✓ Turn off live location/change passwords and unfollow harmful content ✓; this restores her privacy and reduces unhealthy messages ✓ End the relationship if the control continues, choosing a safe way, e.g. in a public place or with support ✓; this prevents the abuse from escalating ✓ Learn about the warning signs of abusive relationships/her rights ✓; she can recognise control and make informed choices ✓ Plan her schoolwork with a timetable and ask teachers for help ✓; this protects her academic progress ✓ [ANY THREE] [20] QUESTION 3 3.1 The supply of and demand for workers/jobs in an economy, i.e. the (1 x 2) (2) jobs and careers available and the people looking for work ✓✓ 3.2 Call-centre agent (200 to 130: decrease of 70) ✓ (2 x 1) (2) Bank teller (110 to 55: decrease of 55) ✓ (General worker decreased by only 20 – do not accept.) 3.3 Banks now offer services through cellphone apps (online banking), (1 x 2) (2) so fewer tellers are needed ✓✓ Companies use automated chatbots/artificial intelligence to answer customers’ questions, replacing call-centre agents ✓✓ (Accept: automation/technology replaces routine jobs.) [ANY ONE] Copyright reserved Please turn over ### Page 7 Life Orientation 7 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.4 TVET colleges offer practical, hands-on training linked to the trade (2 x 2) (4) (e.g. NC(V)/N-courses in electrical engineering) ✓✓ Fees are usually lower than at universities and NSFAS bursaries are available ✓✓ Entry requirements are lower/more flexible, e.g. Grade 9 or NSC, so more learners qualify ✓✓ Colleges have links with employers for workplace experience/apprenticeships leading to a trade test ✓✓ Courses are shorter, so the learner can start working and earning sooner ✓✓ TVET qualifications (N-courses + trade test) are recognised by employers in this field, and electricians are in high demand (TABLE A: 120 to 210), so studying at a TVET college leads directly to employment or self-employment ✓✓ TVET colleges are found in many towns, so learners can study close to home ✓✓ [ANY TWO] 3.5 Poverty/lack of money for transport, registration, fees and study (2 x 2) (4) materials ✓✓ Lack of career information and guidance, e.g. not knowing about TVET colleges and learnerships ✓✓ Poor schooling/lack of subjects such as Mathematics or Physical Sciences limits options ✓✓ Family responsibilities/pressure to start earning immediately ✓✓ Rural areas have few institutions and poor internet access to apply online ✓✓ Low expectations/lack of role models in the community ✓✓ Unemployment of parents and high youth unemployment discourage young people ✓✓ [ANY TWO] Copyright reserved Please turn over ### Page 8 Life Orientation 8 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.6 Step ✓ + how it improves employability ✓ (3 x 2) (6) Research careers in demand, entry requirements and institutions (career expos, websites, TVET open days) ✓; they make informed choices that match the job market ✓ Choose/strengthen relevant subjects, e.g. work hard in Mathematics/Physical Sciences/Technology ✓; they meet admission requirements for technical and health careers ✓ Do job shadowing or volunteer at, e.g., the hospital or an electrical contractor ✓; they gain experience and contacts that employers value ✓ Apply early for NSFAS, bursaries or learnerships ✓; funding allows them to complete a qualification ✓ Develop digital skills, e.g. free online coding/computer courses ✓; ICT skills are in high demand ✓ Develop soft skills such as communication, teamwork and a good work ethic ✓; employers prefer reliable, adaptable workers ✓ Build a CV and a positive digital footprint ✓; they make a good impression when they apply ✓ [ANY THREE] [20] TOTAL SECTION B: 40 Copyright reserved Please turn over ### Page 9 Life Orientation 9 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION C QUESTION 4 •1 (Do NOT accept choices mentioned in the extract: studying (4 x 1) (4) late/lack of sleep, energy drinks, vaping, skipping breakfast, stopping sport, isolating on the phone.) Using study drugs/stimulants without a prescription ✓ Cheating/plagiarism to cope ✓ Excessive gaming/all-nighters online ✓ Smoking cigarettes/dagga ✓ Using alcohol or other drugs to cope/relax ✓ Unhealthy eating, e.g. junk food/binge eating ✓ Risky sexual behaviour/partying to escape stress ✓ Bottling up emotions/not asking for help ✓ Self-harm ✓ [ANY FOUR] •2 Physical: regular exercise, enough sleep and healthy meals (4 x 2) (8) release endorphins, reduce stress hormones and improve concentration and mood ✓✓ Emotional: expressing feelings (e.g. talking or journalling) and using stress-management techniques such as breathing exercises helps to cope with pressure and prevents bottled-up emotions ✓✓ Social: spending time with supportive friends and family gives a sense of belonging and someone to turn to, reducing loneliness ✓✓ Spiritual: prayer, meditation, faith communities or a sense of purpose/values give hope and meaning in difficult times ✓✓ Intellectual/academic: a realistic study timetable with breaks prevents burnout and builds confidence ✓✓ Balance prevents one area (e.g. studying) from taking over life, so stress is kept manageable and self-esteem stays positive ✓✓ [ANY FOUR] Copyright reserved Please turn over ### Page 10 Life Orientation 10 Hlayiso/Mock 2026 NSC – Marking Guidelines •3 Point ✓, in-depth discussion ✓✓, example/link ✓ per point. (2 x 4) (8) Recognising warning signs: friends and family should notice changes in behaviour, e.g. withdrawal from friends, dropping activities (soccer), changes in sleeping and eating, mood swings, falling marks, substance use, and statements of hopelessness such as “nothing matters anyway”; such statements must always be taken seriously because they may point to depression or suicidal thoughts ✓✓✓✓ Talking and listening: approach the teenager privately, express concern without judging or lecturing, listen with empathy and ask directly how he is feeling; this makes him feel valued and may encourage him to open up instead of hiding his feelings ✓✓✓✓ Getting professional help: encourage and accompany him to a school counsellor, social worker, psychologist or clinic, or contact a helpline (e.g. SADAG); do not promise to keep thoughts of suicide a secret – tell a responsible adult immediately ✓✓✓✓ Practical support: help him to draw up a balanced study timetable, invite him to activities/sport, encourage healthy routines and remove pressure, e.g. parents having realistic expectations ✓✓✓✓ Critical discussion: candidates may weigh up that friends may not recognise signs or may fear betraying trust; that stigma prevents help-seeking, etc. [ANY TWO] [20] QUESTION 5 •1 South African Police Service (SAPS)/Family Violence, Child (4 x 1) (4) Protection and Sexual Offences (FCS) unit ✓ Thuthuzela Care Centres ✓ Hospital/clinic/doctor (medical care, PEP, evidence) ✓ Magistrate’s court (to apply for a protection order) ✓ Social workers/Department of Social Development ✓ GBV Command Centre/national GBV helpline ✓ Shelters/safe houses for abused women and children ✓ NGOs/counselling organisations, e.g. POWA, Lifeline, Rape Crisis ✓ Religious leaders/faith-based organisations ✓ School counsellor/teacher (for learners) ✓ [ANY FOUR] Copyright reserved Please turn over ### Page 11 Life Orientation 11 Hlayiso/Mock 2026 NSC – Marking Guidelines •2 Physical effects on survivors: injuries, disability or death, HIV and (4 x 2) (8) STIs, unwanted pregnancy ✓✓ Emotional/psychological effects: trauma, fear, depression, anxiety, PTSD, low self-esteem, suicidal thoughts ✓✓ Children who witness violence may see it as normal and repeat it, or develop behaviour problems and poor school performance ✓✓ Loss of income and productivity: survivors miss work or lose jobs, increasing poverty and dependence ✓✓ Breakdown of families: separation, children placed in care or left without a parent (e.g. the mother killed in the extract) ✓✓ A climate of fear in the community limits women’s freedom of movement and participation ✓✓ Pressure on health, police, court and social services, which costs the community/country money ✓✓ [ANY FOUR] •3 Point ✓, in-depth discussion ✓✓, example/link ✓ per point. (2 x 4) (8) Challenging harmful norms/positive masculinity: men and boys can reject the idea that being a man means controlling women and can model respect, shared decision-making and non-violent conflict resolution, e.g. sharing household duties ✓✓✓✓ Speaking out/being active bystanders: they can confront friends who make sexist jokes or boast about abuse and intervene safely or report abuse, so that GBV is no longer accepted as normal or as “a women’s issue” ✓✓✓✓ Joining and leading campaigns: men can take part in marches, men’s dialogues and campaigns (e.g. 16 Days of Activism), which shows community leadership and influences other men ✓✓✓✓ Mentoring boys: fathers, coaches, teachers and religious leaders can teach boys about consent, respect and managing anger, preventing violence in the next generation ✓✓✓✓ Getting help: men who struggle with anger or substance abuse can seek counselling, reducing the risk of violence ✓✓✓✓ Critical discussion: candidates may note that peer pressure, fear of ridicule and cultural expectations make it difficult for men to speak out, and suggest how to overcome this. [ANY TWO] [20] Copyright reserved ### Page 12 Life Orientation 12 Hlayiso/Mock 2026 NSC – Marking Guidelines QUESTION 6 •1 Unfair or unpopular decisions by referees (e.g. the late penalty) ✓ (4 x 1) (4) Alcohol or drug abuse by spectators ✓ Intense rivalry between clubs/derby matches ✓ Overcrowding/poor stadium security and organisation ✓ Provocation by opposing supporters or players/aggressive behaviour of players on the field ✓ Racism, tribalism or other discrimination ✓ Mob/crowd mentality ✓ Frustration when one’s team loses/high stakes (e.g. relegation) ✓ Inflammatory social media posts or comments by club officials ✓ [ANY FOUR] •2 Clubs receive fines, point deductions or must play matches behind (4 x 2) (8) closed doors, which costs them money and results ✓✓ Sponsors withdraw because they do not want their brand linked to violence, so clubs and leagues lose income ✓✓ Families and children stay away from matches, so attendance and gate income fall ✓✓ Fans, players, officials and police are injured or killed ✓✓ Damage to the stadium and surrounding property costs the club and community money ✓✓ It damages the image of the sport and the country, and its ability to host major events ✓✓ It reinforces rivalry and division between communities instead of unity ✓✓ Young fans copy the violence, so it becomes normal behaviour ✓✓ [ANY FOUR] Copyright reserved ### Page 13 Life Orientation 13 Hlayiso/Mock 2026 NSC – Marking Guidelines •3 Point ✓, in-depth discussion ✓✓, example/link ✓ per point. (2 x 4) (8) Codes of conduct with sanctions: clubs and leagues should draw up and enforce codes of conduct for players, officials and supporters, e.g. fines, banning orders, playing matches without spectators or deducting points, so that people know that violence has consequences ✓✓✓✓ Safety and security measures: adequate trained security staff and police, CCTV cameras, searches at the gates, no glass bottles or alcohol for sale, and separating rival supporters reduce the chance of violence and help identify offenders ✓✓✓✓ Education and awareness: campaigns on fair play, respect for referees and anti-racism, involving players as role models, change attitudes over time ✓✓✓✓ Supporters’ clubs and dialogue: engaging supporters’ leaders before derbies, joint events between rival fans (like the fan park) build respect between groups ✓✓✓✓ Fair, well-trained officials and technology (e.g. video review): reduce controversial decisions that trigger anger ✓✓✓✓ Critical discussion: e.g. strict measures may be costly for smaller clubs; banning spectators also punishes well-behaved fans; education takes time to work. 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