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Geography Skills List
Show: Geography Homepage

Mapping
Level 1

Level 2

Level 3

For Level 1 from 2011, refer
to the Ministry of Education's
Teaching and Learning
Guide for Geography. 

For Level 2 from 2012, refer
to the Ministry of Education's
Teaching and Learning
Guide for Geography. 

For Level 3 from 2013, refer
to the Ministry of Education's
Teaching and Learning
Guide for Geography. 

Students will receive a drawn
outline to work from

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

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

Students will be required to
locate aspects from an aerial
photograph

Students will be required to
locate aspects from an oblique
photo

Précis Map

Students will be required to
locate aspects from a map

Topographical Mapping Skills
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
from map

drawn

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

1

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
contour lines

made

from

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

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

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 should be able to
read and interpret a range of
resources and apply them to
the construction of maps such
as




Students should be able
to construct an appropriate
statistical map from a range of
resources

Dot distribution maps
Choropleth maps
Proportional symbol
Isoline maps
Flow maps

Visuals
Level 1

Level 2

Level 3

Direction is determined from a
photograph

Recognition and interpretation
of
detail,
patterns
and
processes

Photographs
• Satellite
• Aerials – oblique and vertical
• Ordinary

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

Student can locate an aerial
photo on map
Student can calculate scale
Student can compare photos to
explain geographic changes

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

Student
can
use
the
photograph to develop a précis
sketch
Students can compare and
evaluate different types of
photographs as a geographic
resource

Diagrams/models
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

2

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

Cartoons
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

Valuing Skills - Opinions and perspectives
Student can identify and
describe and explain a range of
opinions or values

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

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
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

Statistical

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

3

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

an
to
to
to

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

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

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

Useful websites:
LEARNZ - Virtual Fieldtrips
Right Place Resources
Antarctica New Zealand
Auckland Geography Teachers' Association (AGTA)
www.ausgeography.com
Geography Teachers' Association of Victoria
ArcGIS for Desktop Student Trial
Te Ara - Encylcopedia of New Zealand
Atlas of the Human Journey
 
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