CV Formatting Skills

Overview

In this lesson you will learn practical, professional ways to format a CV so employers can scan it quickly. This builds from Lesson 3 by turning your content (skills, experience, and achievements) into a clear layout.

Learning intentions

• WALT: Learn how to format a CV effectively.
• WALT: Choose headings and spacing that make key information easy to find.
• WALT: Draft a CV using a template with section headings.

Success criteria

• I can use a clear template with consistent headings.
• I can format key details (name, contact, summary, work/volunteering, education, skills) so they are easy to scan.
• I can use spacing, font size, and bullet points appropriately.
• I can submit a complete first draft that I can improve in the next lessons.

Curriculum links

• NZ Curriculum Refresh, Learning Area: The Arts / Literacy across learning: organising information for a purpose (employability context).
• Key competencies: Thinking (planning layout), Managing self (meeting drafting goals), Relating to others (audience-focused writing), Using language, symbols, and texts (CV conventions).
• NCEA skills connection (embedded in unit work): producing work that meets a clear purpose and audience expectation.

Lesson structure (45 minutes)

1. 0–5 min · Starter: Employer scan. Teacher shows a “messy CV” example on paper and reads aloud how hard it is to find info; students circle what they can’t locate quickly. Students do a quick think: “What made it hard?” then share one reason with a partner.

2. 5–12 min · Mini-teach: What good formatting looks like. Teacher explains the “scan-friendly” rules: consistent section headings, one font family, readable size, bullet points for duties/achievements, and white space. Students receive a one-page checklist and highlight the rules they will use today.

3. 12–18 min · Guided practice: Build your CV sections. Teacher models filling a template: headings, order, and where each piece of content goes (using students’ Lesson 3 content). Students place their own content into a provided blank template (not starting from scratch—copy and paste or write in boxes).

4. 18–30 min · Drafting workshop: Create your CV. Teacher circulates with prompts: “Is your heading clear?”, “Do your bullets start with strong verbs?”, “Is spacing consistent?” Students complete a first draft using one template; teacher supports as needed for dyslexic students with structured layouts.

5. 30–38 min · Peer check: Use the checklist. Teacher sets up pairs (6 students = 3 pairs) and provides a quick peer feedback form: one “Glow” (what works) and one “Grow” (one change). Students swap drafts and give feedback that matches the checklist only.

6. 38–45 min · Exit ticket: One next step. Teacher asks students to write one improvement they will make before the final draft in Lesson 5. Students hand in the checklist mark-up plus their single next step statement.

Resources

• 3–4 CV templates (different layout styles, same required sections)
• Printed checklist: “CV formatting rules for employers”
• Dyslexia-friendly CV reading options: larger font handouts (at least 14–16pt) and fewer words per line
• Sentence starter/bullet starter strip (e.g., “Responsible for…”, “Achieved…”, “Supported…”)
• Sticky notes or feedback slips (Glow/Grow)
• Coloured highlighters (for headings and spacing checks)
• Drafting pack: scissors-and-glue (optional) cut-out headings for students who prefer tactile organisation

Assessment

• Formative during drafting: teacher checks each student’s heading clarity, bullet structure, and spacing using the checklist.
• Peer assessment: each student gives one Glow and one Grow aligned to the checklist.
• Exit ticket: student states one specific next-step improvement they will make.

Differentiation

• Provide several templates and examples so students can choose the layout that best fits their strengths (visual vs. structured).
• Dyslexia-friendly supports:
• Use larger font templates and print with generous spacing and clear section boxes.
• Offer reading aloud from the checklist rules and provide a “top 5 rules” card.
• Allow extra time and reduce copying by letting students transfer content from their existing Lesson 3 notes.
• Support for motivation and multilevel needs:
• “Must-do / Should-do” on the drafting sheet (Must-do: headings + contact + one work/education section; Should-do: summary + skills bullets).
• Teacher modelling using one completed example while others draft.
• Extension (for advanced learners): Students create an alternative formatting style while staying professional: e.g., adjust section order, use a slightly different bullet style, or add a compact “Key strengths” box—then justify why their layout improves employer scanning.

Extension

• Explore creative formatting styles while maintaining professionalism by producing a “Version 2” section layout using the same content, only changing formatting choices.