Writing a CV

Overview

Students design and write a curriculum vitae (CV) for a realistic work-related purpose. They learn how to present key information clearly, match their skills to the job, and check their CV for accuracy, formatting, and professionalism.

Learning intentions

• Students will be able to identify what employers typically look for in a CV.
• Students will be able to draft a CV using a simple, organised structure.
• Students will be able to describe achievements and skills using clear, job-relevant examples.
• Students will be able to revise their CV using a peer and self-check.

Success criteria

• I can include my contact details, a suitable personal profile, education, and relevant experience.
• I can write 2–4 bullet points that describe skills/achievements with clear actions and results.
• I can format my CV so it is easy to read and consistent (headings, spacing, dates).
• I can use a checklist to improve clarity, accuracy, and relevance.

Curriculum links

• Career exploration and decision-making for learning and work (planning, preparation, and reflecting).
• Developing personal skills for employment such as communication, organisation, and self-management.
• Understanding job requirements and using information to support applications.
• Using feedback to improve learning and performance.

Lesson structure (60 minutes)

1. 5 minutes – Starter: “What makes a CV work?” Teacher shows two short, contrasting CV mini-examples (one clear and one cluttered). Students quickly discuss: Which would you trust more and why? Note common reasons on the board (clarity, relevance, formatting).

2. 10 minutes – Mini-lesson: CV structure for Transition Year Teacher explains a practical CV structure suitable for Transition Year students:

• Contact details and a short professional profile (2–3 sentences)
• Education (include TY/Junior Cycle as appropriate)
• Experience (work experience, volunteering, clubs, helping at events, school roles)
• Skills (hard and soft skills)
• Optional: interests (only if relevant) Students identify which parts they already have ideas for.

3. 10 minutes – Job match: choose a target Students select one of 3–4 teacher-provided “realistic” roles connected to Transition Year possibilities (for example: café assistant, sports club helper, retail assistant, childcare helper, community event assistant). In pairs, they highlight 3–4 skills the role suggests and decide which of their experiences could match.

4. 15 minutes – Drafting: write your first CV version Students use a paper template or document template (no need for advanced software). They draft sections in this order:

• Personal profile (focus on strengths and work attitude)
• Education
• Experience/activities (turn activities into achievement-style bullets) Teacher circulates, prompting students with sentence starters like: “I helped…”, “I organised…”, “I improved…”, “I learned…”, “I worked well with…”

5. 10 minutes – Skills-to-bullets conversion Teacher models how to convert a vague activity into a stronger bullet:

• Weak: “Helped at fundraising.”
• Stronger: “Supported a fundraising event by organising materials, greeting guests, and helping with setup and tidy-up.” Students revise 2 bullets to include an action and what they did. They aim for 2–4 bullets total in Experience/Activities.

6. 7 minutes – Peer review with a checklist Students swap CV drafts with a partner and use a simple checklist:

• Headings are present and consistent
• Contact details correct (spelling, phone/email)
• Profile is 2–3 sentences and relevant
• Dates make sense (months/years if known)
• Bullets are clear and job-relevant
• No obvious errors (grammar, punctuation, spacing)

7. 3 minutes – Quick reflection and next steps Students return CVs to themselves and write one improvement they will make today (one change only). Teacher collects or photographs a sample for formative feedback.

Resources

• Teacher-created CV mini-examples (clear vs cluttered)
• CV template (paper or blank document) with headings and spacing
• Role cards (3–4 realistic jobs with 4–6 example requirements/skills)
• Peer checklist sheet (one per pair)
• Sentence starters for profiles and bullet points
• Pens, highlighters, or device access (if available)
• Example completed “Transition Year” CV snippet (an anonymised model)
• Timer for timed drafting and peer review
• Optional: sticker/label sheet for headings to support organisation

Assessment

• Formative: Teacher observation during drafting (checks for structure, relevance, clarity).
• Peer assessment: Checklist gives immediate feedback on readability, completeness, and relevance.
• Summative (lightweight): Collect the first CV draft and record whether each student met the success criteria targets (structure, 2 improved bullets, use of checklist).

Differentiation

• Support: Provide sentence starters, a filled example template with gaps, and a word bank for soft skills (reliable, responsible, teamwork, communication, punctual).
• Support: Offer a shorter CV requirement (minimum sections) for students who need additional scaffolding.
• Extension: Students add an optional “Key skills” section and tailor their profile to the chosen role more precisely.
• EAL/SEN: Allow oral rehearsal of bullets before writing; provide simplified checklist wording and extra time if needed; encourage bilingual support for brainstorming (then final English drafting).