CV Foundations

Overview

In this first lesson of the unit “Crafting Your Best CV”, students learn what a CV is, why it is used, and how to spot key components in real examples. This builds the starting knowledge needed for later lessons on tailoring, formatting, and improving employability documents.

Learning intentions

WALT: Understand what a CV is and its purpose.

• WALT: Identify key components of a CV (e.g., contact details, education, work/volunteering, skills, references).
• WALT: Evaluate CV examples using a simple checklist.

Success criteria

• I can name at least 5 key components of a CV.
• I can explain the purpose of a CV in job applications.
• I can judge whether a CV example is clear and job-appropriate using a checklist.
• I can give one improvement suggestion using evidence from the CV.

Curriculum links

• Business Studies (Commerce): demonstrating understanding of an organisation’s financial decision-making concepts is not the focus here; instead, students apply business communication and workplace literacy to improve employability.
• Employability and student capability: communication, critical thinking, and using feedback to improve work.
• Literacy in the refreshed curriculum: interpreting and responding to texts (CVs) for a real purpose.

Lesson structure (45 minutes)

1. 0–5 min · Hook (CV quick look). Teacher shows two short, printed CV extracts (one clear, one disorganised) with key parts hidden. Students silently look and jot: “What do I notice? What could this CV be for?”

2. 5–12 min · Direct teach (What is a CV?). Teacher explains what a CV is, who uses it, and its purpose: to help an employer understand your suitability quickly. Students highlight where they see purpose shown (e.g., clarity, job relevance) in the “clear” sample.

3. 12–20 min · Teach key components (Part-by-part). Teacher uses a large visual organiser (CV “map”) showing key components. Students match component labels to boxes on the organiser (e.g., Education, Experience, Skills, References) and add one short example for each box.

4. 20–33 min · Guided practice (Evaluate examples). Students work in pairs using a 6-point CV checklist to evaluate the two sample CV extracts:

• Is it easy to scan?
• Does it include key components?
• Does it show relevant skills/experience?
• Is contact info clear?
• Does it use straightforward wording?
• Is there evidence of making the CV fit a job purpose? Teacher circulates, modelling “evidence-based comments” (e.g., “I can see…” / “This helps because…”).

5. 33–41 min · Whole-class share (Target improvements). Teacher selects 2–3 student responses and records improvements on a “Do more / Do less” board. Students practise one sentence improvement starter: “This CV would be stronger if…” followed by a reason.

6. 41–45 min · Exit ticket (Check for understanding). Students complete a quick ticket on paper:

• Write the purpose of a CV in 1–2 sentences.
• List 5 key components.
• Give one evaluation statement using the checklist (e.g., “I noticed… so I think…”).

Resources

• Two short printed CV samples (clear vs disorganised), with large font extracts
• CV checklist (6 points) for evaluation
• CV “map” organiser handout (diagram of sections)
• Highlighters or coloured sticky notes
• Sentence starters sheet (“I can see…”, “This helps because…”, “This CV would be stronger if…”)
• Dyslexia-friendly reading option: text at 14–16pt, left-aligned, minimal clutter, fewer lines per page
• Optional: projector/slide with the CV map and checklist (no hyperlinks)

Assessment

• Formative: teacher observation during component matching and pair evaluation; listen for correct identification and evidence-based feedback.
• Formative: check students’ checklist ratings and improvement suggestions during guided practice.
• Summative evidence for this lesson: exit ticket (purpose, 5 components, one evidence-based evaluation).

Differentiation

• Visual supports: CV map diagram, coloured sections, and icons for each component (help students with processing difficulties).
• Dyslexia-friendly reading options: provide the CV samples in large font, high contrast, and simplified wording extracts; allow audio read-aloud of teacher model sentences.
• Support for motivation: use “spot the good” prompts (low-stakes wins) before moving to “fix it” prompts.
• Sentence starters and word banks for evaluation comments and improvement suggestions (reduce writing load).
• Multilevel support: allow students to choose between (a) naming components only or (b) naming components plus one improvement suggestion.

Extension (optional)

• Extension challenge (advanced learners): Research and bring one example of a CV in a different profession (e.g., trades, hospitality, creative work, tech). Students summarise 2 key differences and explain which component shows that profession’s focus (e.g., skills format, portfolio mention, certificates). Note: students can use printed examples provided by the teacher to avoid reliance on internet searching in class.