Geography Skills List
Mapping
Level 1
Level 2
For Level 1 and Level 2 from 2011, refer to the Teaching and
Learning Guide for Geography, Ministry of Education at
http://seniorsecondary.tki.org.nz.
Précis Map
Students will receive a drawn
Students will receive a map with
outline to work from
some part of the outline drawn
Level 3
Students will be required to
locate aspects from a map
Students will be required to
locate aspects from an aerial
photograph
Students will be required to
locate aspects from an oblique
photo
Students are presented with any
topographical with full key
Students are presented with more
complex topographical without
key
Students should be able to read a
basic key including scale
Students should be able to read a
more complex scale with
representative fractions
Students should be able to apply
different scales through transfer
Linear scale and measurement of
straight line distance
Students can calculate area
Identification of key natural and
cultural features
Direction – read and find 8 points
Direction – accuracy of bearings
to 16 points
Direction through the
interpretation of data such from
text or other sources
Contour lines
What are they?
Identify different features using
contour lines such as a hill and a
valley
Using contours to identify key
features and determine difference
between features such as a U
shaped valley vs a V shaped
valley
Deductions are made from
contour lines
Simple cross-section drawn from
map
Cross-section drawn from map to
demonstrate additional specific
knowledge and skill
Drawing a profile from a range of
sources
Locate and determine reference
using 6 figures GR and degrees of
longitude and latitude
Locate and determine reference
using degrees and minutes of
longitude and latitude using 14
figure GR. Use of the GR is
explicit
Locate and determine reference
using 14 figures GR and degrees
of longitude and latitude. Use of
the GR is implicit
Students should be able to read
and interpret a range of resources
and apply them to the
construction of maps such as
 Dot distribution maps
 Choropleth maps
 Proportional symbol
 Isoline maps
 Flow maps
Students should be able to
construct an appropriate
statistical map from a range of
resources
Topographical Mapping Skills
Students are presented with a
New Zealand map with reduced
key
Other Maps
Students should be able to read
and interpret maps such as
 Dot distribution maps
 Choropleth maps
 Proportional symbol
 Isoline maps
 Flow maps
Students will be expected to draw
a précis map within a blank
square
Calculation of slope angles
Visuals
Level 1
Photographs
 Satellite
 Aerials – oblique and
vertical
 Ordinary
Level 2
Photographs
 Satellite
 Aerials – oblique and
vertical
 Ordinary
Level 3
Photographs
 Satellite
 Aerials – oblique and
vertical
 Ordinary
Photograph is related to map
Direction is determined from a
photograph
Recognition and interpretation of
detail, patterns and processes
Student can identify key natural
and cultural features using the
photograph
Student can locate an aerial
photo on map
Student can use an analysis of a
photograph to support an
argument and / or geographic
idea
Direction – read and find 8
compass points
Student can calculate scale
Student can use the photograph to
develop a précis sketch
Student can compare photos to
explain geographic changes
Student can recognise broad
patterns
Student can use the photograph to
develop a précis sketch
Student can evaluate the photo as
a resource
Students can compare and
evaluate different types of
photographs as a geographic
resource
Diagrams/models
Student can read, and interpret
relevant diagrams/models
Diagrams/models
Student can read, interpret and
complete relevant
diagrams/models
Cartoons
Student can identity and describe
the characters, actions/events and
symbolism in the cartoon
Diagrams/models
Student can read, interpret and
construct and/or complete
relevant diagrams/models
Student can compare, evaluate
and apply the diagrams/models to
a real life situation
Student can recognise and
provide a detailed interpretation
of patterns and processes
Cartoons
Student can explain the
characters, actions/events and
symbolism in the cartoon
Student can provide an analysis
of a diagram/model to support an
argument/geographic idea
Cartoons
Student can provide an analysis
of a cartoon to support an
argument/geographic idea
Valuing Skills - Opinions and perspectives
Level 1
Student can identify and describe
and explain a range of opinions or
values
Level 2
Student can identify and describe
and explain a range of opinions or
values
Level 3
Student can identify and describe
a range of opinions or values
Resources would be simple such
opinions for and against
Resources would be more
complex with a wider range of
opinion
Student needs to understand how
aspects of the world are viewed
from a range of perspectives
Students would need to justify
their own opinion
Students would need to justify
their own opinion
Graphing
Level 1
Students should be able to read
and interpret and construct the
following graphs
 Column/bar
 Histogram
 Line
 Pictograph
 Pie
 Percentage bar
 Scatter
 Climate
 Age/sex pyramid
 Positive/negative graph
Level 2
Students should be able to
construct, read and interpret the
following graphs
 Triangular
 Scatter
 Positive/negative graph
 Compound graphs
Level 3
Students should be able to
construct read and interpret
graphs which may include the
following
 Multi-axis
 Positive/negative graph
 Multi-line graph using
two scales
Select the most appropriate for
the context
Statistical
Level 1
Students show an understanding
of the following
 Percentages
 Percentage change
 Mean
 Median
 Range
 Mode
 Data presentation
Level 2
Students show an understanding
of the following
 Percentages
 Percentage change
 Mean
 Median
 Range
 Mode
 Data presentation
Level 3
Students show an understanding
of how to use statistical
information to determine patterns
and to support an argument
Use statistical information to
make comparisons in a
geographic context.
Geographic Ideas
Level 1
Student can provide a description
of a GI within a directed
geographic context.
Level 2
Student can provide an
explanation of a GI within a
geographic context
Level 3
Student select and then apply a
GI in relation to a geographic
context
Students are provided with
specific direction on how to apply
a stated GI within a defined
context
Students are expected to apply a
stated GI within a defined context
Students are expected to select
and apply a relevant GI within a
defined context