CV Information Draft

Overview

This one-minute checkpoint introduces the assessment task: students begin gathering information for a draft CV. Because one minute is not enough to complete a CV or sit the assessment, this session is a brief readiness check before the longer assessment session at Taitamariki Iwi. Students identify one piece of information they could include and show whether they understand the task.

Learning intentions

• WALT identify information that may be included in a CV.
• WALT use a planning prompt to begin a draft CV.
• WALT explain when they are ready to attempt the 4098 assessment.
• WALT set a simple goal for completing their CV information.

Success criteria

• I can name at least one suitable piece of information for a CV.
• I can record one accurate detail in my draft.
• I can explain what I still need to find out before sitting the assessment.
• I can ask for help or a break when I need one.

Curriculum links

• English — Writing Processes: Planning: setting specific writing goals and reflecting on how planning supports the final product.
• English — Writing: planning, drafting, reviewing and improving writing for a clear purpose and audience.
• English Learning Area — Overall Assessment: gathering evidence of progress in Text Studies and Language Studies.
• English — Assessment for learning: low-stakes checking, adaptive teaching and maintaining high expectations.

Lesson structure (1 minute)

1. 0–10 seconds · Welcome and purpose. Teacher explains: “Today we are checking that we understand the 4098 CV task. You will start gathering information for your draft CV; the full assessment will happen when you are confident and ready at Taitamariki Iwi.” Students listen and prepare a pen and their CV information-gathering sheet.

2. 10–25 seconds · Model. Teacher displays one age-appropriate example from the CV assessment introduction deck and models one safe, relevant entry, such as a skill, interest, achievement or responsibility. Students identify the type of information being modelled.

3. 25–50 seconds · Quick draft. Teacher asks students to write one detail they may want in their CV, using the prompt on CV information-gathering sheet. Students independently record one accurate detail; they may write a skill, interest, achievement, responsibility or future goal.

4. 50–60 seconds · Readiness check. Teacher asks students to show a thumb signal: up means “I understand and can continue”, sideways means “I need clarification”, and down means “I need help before attempting the assessment”. Students show their signal and place their worksheet safely with their 4098 assessment materials.

Resources

• the CV assessment introduction deck
• CV information-gathering sheet
• 4098 workbooklets and assessment materials
• Pens
• Teacher-selected Google examples of simple, age-appropriate CVs
• Quiet space at Taitamariki Iwi for the assessment session
• Visible timer
• Break space or agreed short-break routine

Assessment

• Collect or quickly review the first draft entry to check whether students understand what information belongs in a CV.
• Use the thumb signal and one brief verbal check to identify students needing clarification, further modelling or a break before assessment.
• The required assessment is the 4098 assessment. Students sit it at Taitamariki Iwi only when they demonstrate understanding, have gathered the information they want in their CV and feel confident enough to follow the recommended assessment guide.

Differentiation

• Support students with the worksheet prompts, teacher modelling and a choice of information categories: skill, interest, achievement, responsibility or goal.
• Allow students to dictate their idea to an adult or use brief notes before writing a full response.
• For EAL learners, explain unfamiliar terms such as “skill”, “achievement” and “responsibility”, and use the visual examples in the slide deck.
• Respect student readiness: provide clarification, a quiet pause or a short break rather than pressuring a student to sit the assessment before they understand the task.