Strengths for CV

Overview

This lesson is lesson 2 of 6 in “Crafting Your Best CV”. Students learn to identify personal qualities and job-ready skills, and practise turning them into CV-ready wording.

Learning intentions

WALT: Identify personal qualities and skills to include in a CV.

Success criteria

• I can list at least three personal attributes relevant to job applications.
• I can list at least three skills (work skills or transferable skills) relevant to jobs.
• I can match each attribute/skill to a short example or evidence.
• I can organise my ideas using a graphic organiser.

Curriculum links

• Career education and learning through practical steps for job readiness (connecting personal strengths to future learning/work).
• Key competencies: self-management (knowing strengths), communication (sharing ideas clearly), and thinking (sorting qualities into categories).
• Developing employability skills linked to work readiness and student agency.
• This lesson supports AS92029/AS92028/AS92031 learning pathways indirectly by building evidence-based decision-making habits (choosing relevant information for an application).

Lesson structure (45 minutes)

1. 0–5 min · Hook (short discussion). Teacher writes “What makes someone great to work with?” and asks students to share one idea; teacher records answers on the board.

2. 5–12 min · Model (mini-lesson + think-aloud). Teacher explains the difference between personal qualities (how you are) and skills (what you can do), then models how to turn a quality into CV wording using one example (e.g., “reliable” → “shows up on time and completes tasks”).

3. 12–22 min · Dyslexia-friendly input (graphic organiser set-up). Teacher gives each student a simple two-column organiser: Qualities (Personal) and Skills (Work/Transferable), with sentence stems:

• “A quality I have is…”
• “A skill I can do is…”
• “Evidence: when I… (example).” Students use coloured pens/highlighters to choose 3 qualities and 3 skills.

4. 22–32 min · Guided sorting (teacher check + pair support). Teacher circulates and asks “Is this a quality or a skill?” and prompts students to add a brief example. Students work in pairs (or triads) to test each other’s wording: one reads, the other checks if it includes an attribute/skill plus evidence.

5. 32–40 min · Practise CV-ready statements (quick writing). Teacher demonstrates converting list notes into 1–2 line statements for a CV, focusing on clarity and action words. Students write 3–6 final CV-ready bullets (at least three total, meeting the success criteria).

6. 40–45 min · Exit ticket (self-check). Students complete a one-minute exit check: “My top 3 are…” and underline the strongest one.

Resources

• Printed graphic organiser (two-column Qualities/Skills) with sentence stems and space for evidence
• Coloured pens/highlighters (2–3 colours)
• Student CV draft sheet (blank or template)
• Word bank cards (qualities and skills: e.g., reliable, hardworking, punctual, teamwork, communication, problem-solving, customer service, using tech, organisation)
• Timer visible to students
• Optional: text-to-speech option or audio version of the word bank / instructions

Assessment

• Formative checks during circulation: correct sorting of qualities vs skills and presence of evidence.
• Pair-check using a simple teacher prompt: “Does it show a quality/skill AND one example?”
• Exit ticket confirms the student can name at least three relevant attributes/skills.

Differentiation

• Graphic organisers: provide a structured template with sentence stems and limited choice lists to reduce cognitive load.
• Dyslexia-friendly reading: teacher reads instructions aloud; students receive a word bank in short phrases; allow text-to-speech and reduce dense paragraphs.
• Dyslexic-friendly working supports: use large font print, high-contrast paper, and allow oral responses recorded by the student or teacher.
• Motivation for less-engaged learners: offer a small “pick and match” starter set (e.g., 6 pre-chosen qualities/skills) so they can start quickly and feel success.
• Extension for advanced learners: ask students to rank their top 3 attributes/skills and write a more specific evidence example (including where/when and impact).

Extension (optional)

• Create a personal strengths statement to add to their CV: “I bring… and I have shown this by…” using 2–3 sentences, plus one concrete example.