Social Sciences Grade 9 Paper 1 November Mock 2026 Memo

Copyright reserved Please turn over Mock hlayiso mock exams Practice Series: Grade 9 Exam Preparation WWW.HLAYISO.COM SENIOR PHASE END-OF-YEAR EXAMINATION GRADE 9 SOCIAL SCIENCES P1 GEOGRAPHY NOVEMBER 2026 (MOCK) MARKING GUIDELINES MARKS: 75 These marking guidelines consist of 5 pages.

Social Sciences/P1 2 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 NOTE TO MARKERS: • Accept alternative answers that are correct and relevant to the question, even if they are not listed here. • One mark is given for each correct fact. For (2 x 2) questions, give 2 marks for each complete, well-explained point. • For (2) items marked (2 x 1), award 2 marks for ONE fully explained point or 1 mark each for TWO separate facts. • Where a question asks for a number of facts (e.g. TWO), mark only the first facts given, in the order written. • Calculations: give marks for the steps shown. Consistent accuracy (CA) applies to steps that follow an earlier error. • The paragraph question (6.6) is marked with the rubric given at the end of QUESTION 6. SECTION A: SURFACE FORCES THAT SHAPE THE EARTH QUESTION 1 1.1 1.1.1 C (1) 1.1.2 B (1) 1.1.3 A (1) 1.1.4 B (1) 1.1.5 C (1) (5 x 1) (5) 1.2 1.2.1 Y (1) 1.2.2 Z (1) 1.2.3 Y (1) 1.2.4 Z (1) 1.2.5 Z (1) (5 x 1) (5) [10] QUESTION 2 2.1.1 Exfoliation (1) (Accept: onion-skin weathering / thermal expansion and contraction / insolation weathering) (1 x 1) (1) 2.1.2 Biological (weathering) (1) (1 x 1) (1) 2.2 Water fills the crack during the day (1) At night the water freezes and expands (by about 9%) (1) The ice pushes against the sides and widens the crack (1) This repeats (freeze–thaw) until pieces of rock break off (1) (Accept: frost shattering / frost wedging explained) [ANY TWO] (2 x 1) (2) 2.3 The breaking down/decay of rocks by chemical reactions (1) that change the minerals in the rock (1) (e.g. when water, oxygen or carbon dioxide react with minerals in the rock) (2 x 1) (2) Copyright reserved Please turn over

Social Sciences/P1 3 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 2.4 Chemical reactions need water/moisture (1) High temperatures speed up chemical reactions (1) Hot, wet areas have dense vegetation that adds acids (humic acids/CO2) to the water (1) Deserts have little water, so few chemical reactions take place (1) [ANY TWO] (2 x 1) (2) [8] QUESTION 3 3.1.1 A: Waterfall (1) B: Meander (1) C: Delta (1) (3 x 1) (3) 3.1.2 Downward (vertical) erosion (1) (1 x 1) (1) 3.1.3 The gradient (slope) is gentle/flat (1) The river flows more slowly / loses energy (1) The river carries a large load that it can no longer transport (1) The river enters the sea and its speed drops sharply (1) [ANY TWO] (2 x 1) (2) 3.2.1 Meandering (1) (1 x 1) (1) 3.2.2 South-west (from north-east to south-west) (1) (Accept: west-south-west) (1 x 1) (1) 3.2.3 The V-shapes of the contour lines point upstream (towards the north-east) (2) The contour values decrease from 1 260 m in the north-east to 1 220 m further south-west / towards the floodplain (2) The land is higher in the north-east (water flows from high to low ground) (2) [ANY ONE] (1 x 2) (2) 3.2.4 Map distance × scale = actual distance 5,4 cm×50000 (1) = 270000 cm (1) = 270000÷100000 = 2,7 km (1) (Accept: 1 cm = 0,5 km, so 5,4×0,5 = 2,7 km. Units must be given for the last mark.) (3) 3.2.5 Erosion takes place on the outer bank of the meander (fast flow) and deposition on the inner bank (slow flow) (2) Over time the meander bends more and the neck of the meander becomes narrow (2) During a flood the river cuts through the narrow neck and takes the shorter, straighter route (2) Deposition seals off the ends of the old bend, leaving a horseshoe-shaped lake (oxbow lake) (2) [ANY TWO] (2 x 2) (4) [17] TOTAL SECTION A: 35 Copyright reserved Please turn over

Social Sciences/P1 4 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 SECTION B: RESOURCE USE AND SUSTAINABILITY QUESTION 4 4.1 4.1.1 A (1) 4.1.2 B (1) 4.1.3 D (1) 4.1.4 C (1) 4.1.5 A (1) (5 x 1) (5) 4.2 4.2.1 recycling (1) 4.2.2 biodegradable (1) 4.2.3 depletion (1) 4.2.4 aquaculture (1) (4 x 1) (4) [9] QUESTION 5 5.1 The removal/washing or blowing away of the (fertile) topsoil (1) by water and wind (1) (Accept: soil is removed faster than it can be formed, often because of human activities) (2 x 1) (2) 5.2 Maize ploughed up and down the slope (1) (1 x 1) (1) 5.3 45÷9 (1) = 5 times (more soil) (1) (Answer only: full marks) (2) 5.4 Overgrazing / too many cattle and goats (1) Ploughing up and down the slopes (1) Cutting down trees for firewood (deforestation) (1) Animal paths/tracks that turn into dongas (1) [ANY TWO] (2 x 1) (2) 5.5 The maize harvest is less than half of what it used to be (1) Less food is available for families (1) Families must buy maize meal they cannot always afford (less access to food) (1) Silt in the dam means less water for crops/animals (1) Less grazing for animals, so less meat/milk (1) [ANY TWO] (2 x 1) (2) 5.6 Contour ploughing: ploughing across the slope slows down runoff so less soil is washed away (2) Terracing: building steps on steep slopes reduces the speed of water flowing downhill (2) Reduce the number of animals / rotational grazing so that the grass can grow back and protect the soil (2) Plant trees/grass (re-vegetation) whose roots hold the soil together (2) Fill dongas with stones/gabions or build small dams to trap soil (2) Strip cropping / crop rotation / leaving crop residue to cover the soil (2) [ANY TWO] (2 x 2) (4) [13] Copyright reserved Please turn over

Social Sciences/P1 5 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 QUESTION 6 6.1 Catching fish faster than they can reproduce/breed (1) so the fish population becomes smaller (is depleted) (1) (2 x 1) (2) 6.2 The catch decreased (steadily) (1) from 60 kg (1990) to 11 kg (2018) per boat per day (1) (Figure mark: accept a decrease of 49 kg.) (2 x 1) (2) 6.3 More boats came to the bay (1) Nets with very small holes were used (1) Young fish were caught before they could breed (1) Boats fished at night and ignored the catch limits (illegal fishing) (1) High demand from restaurants and shops / tourism (1) [ANY TWO] (2 x 1) (2) 6.4 The marine protected area allowed fish to breed and grow without being caught (2) Fish numbers increased and fish moved (spilled over) into the areas where fishing is allowed (2) (Accept: stricter control of catch limits / fewer boats) [ANY ONE] (1 x 2) (2) 6.5 Consumers buy only green-listed species, which have healthy stocks, and avoid red-listed species (2) Less demand for threatened species means that fewer of them are caught, so their numbers can recover (2) [ANY ONE] (1 x 2) (2) 6.6 Effects on the marine ecosystem: Fish populations decline and some species may become extinct (2) Food chains/webs are disturbed (predators and other species are affected) (2) Biodiversity is reduced (2) Bottom trawling/nets damage habitats such as reefs and the sea floor (2) By-catch kills other animals (e.g. turtles, dolphins, seabirds) (2) Effects on people of coastal communities: Fishers catch less and lose income/jobs (2) Less fish for families to eat, threatening food security (2) Fishers must travel further / spend more on fuel, making fishing less profitable (2) Local businesses (markets, restaurants, tourism) suffer (2) Increased poverty may lead people to move away or to illegal fishing (2) [ANY FOUR] (4 x 2) (8) Paragraph rubric (QUESTION 6.6): Mark the content as (4 x 2). Learners must refer to BOTH the ecosystem AND people for full marks; if only ONE aspect is discussed, award a maximum of 6 marks. If the answer is written as a list of points and not as a paragraph, deduct 1 mark. [18] TOTAL SECTION B: 40 GRAND TOTAL: 75 Copyright reserved