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Part two is ‘CV skills lesson two: Fine-tuning your CV to stand out to employers’. Students may find it helpful to complete the ‘Exploring personal strengths for employment’lesson before creating their CV, so they can identify the skills, interests and personality traits they want to include.  \n\n| \u003Cbr>Page Content and activities\u003Cbr>03  Key learning outcomes\u003Cbr>03  Resources\u003Cbr>Activity steps\u003Cbr>Time\u003Cbr>Student Sheet 1.1: Sample CV – Chronological\u003Cbr>08  Student Sheet 1.2: Sample CV – Functional/skills based\u003Cbr>09  Student Sheet 1.3: CV template – Chronological\u003Cbr>10  Student Sheet 1.4: CV template – Functional/skills based\u003Cbr>04\u003Cbr>07\u003Cbr>60-90 mins |\n| --- |\n| Always start the session by agreeing ground rules with the group. For advice on this and other ways to establish a safe learning environment, download the content guide [at](at barclayslifeskills.com/educators)[ barclayslifeskills.com/educators](at barclayslifeskills.com/educators) |\n\nLifeSkills is pleased to have worked with The National Autistic Society to ensure the following lesson plan can be adapted to suit the needs of students with autism.  \nIf teaching a lesson including students with autism, here are some key considerations when undertaking the following activities:  \n• Remind students with autism of the importance of looking for a realistic job that matches their current skills. Often people with autism can struggle to remember the need for a step-by-step plan and can only see the end goal  \n• Use concrete language and consider how what you say may be interpreted literally, for example when discussing the‘whole person’  \nbarclayslifeski[lls.com](lls.com) © Barclays 2019  \nCV skills lesson one: Writing a successful CV | 3  \nTime needed: 60-90 minutes  \nKey learning outcomes  \nBy the end of the activity students will be able to:  \n• Explain what a CV is used for and be familiar with two common formats  \n• Understand that a CV should highlight the skills, personal qualities, qualifications, interestsand experience that a potential employer is looking for  \n• Create a draft CV  \nResources  \n• Student Sheet 1.1: Sample CV – Chronological  \n• Student Sheet 1.2: Sample CV – Functional/skills-based  \nCut copies of each sample CV into horizontal sections, to use with pairs of students in the task suggested in activity step 3.  \n• Student Sheet 1.3: CV Template – Chronological (one per student)  \n• Student Sheet 1.4: CV Template – Functional/skills-based (one per student)  \n• CV skills lesson one: Writing a successful CV PDF Presentation Slides  \nbarclayslifeski[lls.com](lls.com) © Barclays 2019  \nCV skills lesson one: Writing a successful CV | 4  \nActivity steps   \nNote that the icons in these margins are not click-able.  \nSlide 1.1  \nSlide 1.2  \nSlide1.3  \nSheet 1.1  \nInteractive  \nSlide1.4  \nSheet 1.2  \nBefore the session, invite students to bring in a job advertisement that interests them. It could be for a part-time or summer job, or a realistic first job; it could come from a local paper or an online job site (bring in spares for those who forget) . Ask students to carefully read their advert and identify the skills and qualities the employer is looking for.  \n1. What is a CV?  \n• Ask students to share ideas about what they think a CV is for (CV stands for curriculum vitae, which is Latin for ‘course of life’)  \n• Show PDF Presentation Slide 1.1. Explain that a CV is like an advertisement, but it is selling a person rather than a product or a brand. TV adverts have just a few seconds to grab our attention and persuade us, and the same is true for CVs. Employers may take just 30 seconds to skim a CV and make a decision about whether they want to interview a person  \n• Ask students how they think they can make a CV stand out like TV adverts can  \n– but without ","cbCaiawf3q2K08GE","https://ap.wps.com/l/cbCaiawf3q2K08GE","pdf",2175852,10,"English","# Key learning outcomes\n# Resources\n## Student Sheets and CV templates\n# Activity steps\n## What is a CV?\n## What goes in a CV?\n## How should we organise the information in a CV?","[{\"question\":\"Who is this lesson designed for and how long does it take?\",\"answer\":\"The lesson supports young people aged 14–16 and is designed for 60–90 minutes.\"},{\"question\":\"What are the two common CV formats covered in this lesson?\",\"answer\":\"Students learn about a chronological CV and a functional/skills-based CV.\"},{\"question\":\"What is the main outcome by the end of the session?\",\"answer\":\"Students will be able to explain what a CV is for, understand what employers look for, and create a draft CV.\"}]","CV skills lesson one - Writing a successful CV | PDF",1789103490]