Building Strong CVs

Overview

This is Lesson 3 of 6 in the unit “Crafting Your Best CV”. Students focus on wording personal achievements and connecting work experience to the skills employers look for. Learning today supports later CV formatting and CV tailoring by building clear, specific content.

Learning intentions

WALT: Articulate personal achievements and work experience for inclusion in a CV.

Success criteria

• I can write descriptions for two achievements using a clear “action–result” statement.
• I can add any relevant work experience (paid or unpaid) and link it to skills.
• I can use simple, employer-friendly wording that is easy to scan in a CV.
• I can check my writing for clarity and key details (what I did, how, and the result).

Curriculum links

• Business Studies (Commerce) supports understanding how people make information useful for decisions and communication in a workplace context (continuing CV unit).
• Key Competencies (NZC refresh): using language, symbols, and texts to create CV content; relating to others through peer sharing and feedback; managing self by planning and revising their own CV section.
• Learning strand focus: students gather and organise relevant information and communicate it for a purpose.

Lesson structure (45 minutes)

1. 0–5 min · Hook & model. Teacher shows two short “achievement” examples on the board (one strong, one weak) and asks students which is clearer and why. Students quick-write one sentence answering: “What makes an achievement sound convincing?”

2. 5–15 min · Direct teach: achievements (action–result). Teacher explains that achievements should include what they did, how they did it, and the result (even if the result is school/community-based). Teacher uses a dyslexia-friendly version: large font text, colour-highlight for Action/How/Result. Students use a fill-in template to create two achievement drafts from teacher-provided prompts (e.g., sport team role, group project, helping at home, fundraising, leadership, improving a grade, learning a new skill).

3. 15–25 min · Teach: work experience (relevant and truthful). Teacher clarifies “work experience” includes part-time work, volunteering, babysitting, helping in a whānau business, work experience placements, or school roles (school captain, sports coach assistant). Students complete a work experience mini-sheet: place/title, dates (or “term-time”), tasks, and a skills link (e.g., teamwork, reliability, communication, problem-solving).

4. 25–35 min · Crafting time: build CV bullets. Teacher circulates with a checklist: achievements = 1–2 lines each; work experience = 2–3 bullets if needed; include at least one skill link. Students transfer their best two achievements and one work experience section into their CV template. Dyslexia-friendly supports: they may use bullet-point mode, visual spacing, and read-aloud support from the teacher (or partner).

5. 35–42 min · Peer check (light feedback). Teacher gives a quick peer feedback routine: “Glow (one thing that is clear) + Grow (one detail to add)”. Students swap drafts and use the sentence stems: “Your achievement is strong because…”, “Add a result by telling us…”, “Your work experience could be clearer if you explain…”

6. 42–45 min · Exit ticket. Students submit one completed achievement sentence and one work task bullet (typed or handwritten). Teacher checks for action–result and a skills connection.

Resources

• CV template for students (with sections: Achievements (2) and Work Experience)
• Achievement sentence-starter cards (Action / How / Result)
• Work experience mini-sheet (title, dates, tasks, skills)
• Dyslexia-friendly highlighters/colour-coded sticky notes for Action/Result
• Timer + on-board checklist poster
• Read-aloud option: teacher voice or partner buddy reading prompts
• Sentence starter sheet for students who need support

Assessment

• Formative: teacher circulates using a short checklist (achievement includes action + result; work experience includes tasks + skills).
• Formative: peer feedback evidence—students record one glow and one grow comment.
• Exit ticket: one achievement sentence + one work experience bullet checked for clarity and missing details.

Differentiation

• Support for dyslexic students:
• Provide sentence starters and a colour-coded model of Action/How/Result.
• Allow oral rehearsal before writing (students talk their sentence to a partner, then write).
• Use extra spacing, bullet points, and fewer words per line.
• Offer a “choice bank” of achievement prompts so students don’t start from a blank page.
• Support for low-motivation students:
• Use a “minimum viable CV” goal: two achievements + one work experience bullet done today.
• Allow students to choose achievements that feel realistic (school roles, sport, caring responsibilities).
• Multi-level support:
• Some students write full sentences; others write shorter bullet statements (still action–result).
• Provide exemplars at three difficulty levels (basic / solid / detailed).
• Extension (advanced learners):
• Add impact detail: include a measurable or specific outcome (time improved, number of people supported, leadership role duration).
• Include a second work experience bullet that links to a different skill (e.g., reliability + customer service / teamwork + communication).

Extension (optional)

Not included (teacher requested extension via peer interview; instead, peer check above is used to gather information and improve CV content).