Geography Skills List

Level 1

Level 2

Level 3

Students will receive a drawn outline to work from

Students will be required to locate aspects from a map

Students will receive a map with some part of the outline drawn

Students will be required to locate aspects from an aerial photograph

Students will be expected to draw a précis map within a blank square

Students will be required to locate aspects from an oblique photo

Students are presented with a New Zealand map with reduced key

Students should be able to read a basic key including scale

Linear scale and measurement of straight line distance

Identification of key natural and cultural features

Direction - read and find 8 points

Contour lines

What are they?

Identify different features using contour lines such as a hill and a valley

Simple cross-section drawn from map

Locate and determine reference using 6 figures GR and degrees of longitude and latitude

Students are presented with any topographical with full key

Students should be able to read a more complex scale with representative fractions

Students can calculate area

Direction - accuracy of bearings to 16 points

Using contours to identify key features and determine difference between features such as a U shaped valley vs a V shaped valley

Cross-section drawn from map to demonstrate additional specific knowledge and skill

Locate and determine reference using degrees and minutes of longitude and latitude using 14 figure GR. Use of the GR is explicit

Students are presented with more complex topographical without key

Students should be able to apply different scales through transfer

Direction through the interpretation of data such from text or other sources

Deductions are made from contour lines

Calculation of slope angles

Drawing a profile from a range of sources

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 maps such as

• Dot distribution maps
• Choropleth maps
• Proportional symbol
• Isoline maps
• Flow maps

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

Photograph is related to map

Student can identify key natural and cultural features using the photograph

Direction - read and find 8 compass points

Student can use the photograph to develop a précis sketch

Student can recognise broad patterns

Student can evaluate the photo as a resource

Direction is determined from a photograph

Student can locate an aerial photo on map

Student can calculate scale

Student can compare photos to explain geographic changes

Student can use the photograph to develop a précis sketch

Students can compare and evaluate different types of photographs as a geographic resource

Recognition and interpretation of detail, patterns and processes

Student can use an analysis of a photograph to support an argument and / or geographic idea

Student can read, interpret and complete relevant diagrams/models

Student can read, and interpret relevant diagrams/models

Student can compare, evaluate and apply the diagrams/models to a real life situation

Student can read, interpret and construct and/or complete relevant diagrams/models

Student can recognise and provide a detailed interpretation of patterns and processes

Student can provide an analysis of a diagram/model to support an argument/geographic idea

Student can identity and describe the characters, actions/events and symbolism in the cartoon

Student can explain the characters, actions/events and symbolism in the cartoon

Student can provide an analysis of a cartoon to support an argument/geographic idea

Student can identify and describe and explain a range of opinions or values

Resources would be simple such opinions for and against

Student can identify and describe and explain a range of opinions or values

Resources would be more complex with a wider range of opinion

Students would need to justify their own opinion

Student can identify and describe a range of opinions or values

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 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

Students should be able to construct, read and interpret the following graphs

• Triangular
• Scatter
• Positive/negative graph
• Compound graphs

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

Students show an understanding of the following

• Percentages
• Percentage change
• Mean
• Median
• Range
• Mode
• Data presentation

Students show an understanding of the following

• Percentages
• Percentage change
• Mean
• Median
• Range
• Mode
• Data presentation

Use statistical information to make comparisons in a geographic context.

Students show an understanding of how to use statistical information to determine patterns and to support an argument

Student can provide a description of a GI within a directed geographic context.

Students are provided with specific direction on how to apply a stated GI within a defined context

Student can provide an explanation of a GI within a geographic context

Students are expected to apply a stated GI within a defined context

Student select and then apply a GI in relation to a geographic context

Students are expected to select and apply a relevant GI within a defined context