Most students write their first CV the night before they need it, alone, from a blank page. This 60-minute lesson replaces that with something better: a structured hour where they gather their raw material, test their claims against a peer, and leave with a real draft — and a habit.
Learning objectives
By the end of the lesson, students can (1) tell the difference between a claim and evidence on a CV, (2) map their own skills to concrete moments that prove them, and (3) write a concise personal statement. It maps naturally to Gatsby Benchmarks 3 and 8 — personalised provision and preparation for personal guidance.
The 60-minute run sheet
Hook: “Would you hire this person?”
Show two short, anonymised CVs on the board — one vague, one specific. Students vote. The specific one wins every time, and the reason becomes your whole lesson: evidence beats adjectives.
Gather the raw material
Hand out the CV Building Blocks worksheet. Students fill it in note form — proud moments, skills, evidence, experience. No polished writing yet; the goal is raw material.
Skill ↔ evidence challenge
Students swap sheets and challenge each other: “How would someone know you have that skill?” Every claim needs a moment that proves it. This peer step does more than any teacher red pen.
Draft the personal statement
Using their notes, students write a two-line personal statement — then cut it in half. Concision is the skill; the constraint forces it.
Debrief & next step
Close on the worksheet’s final prompt: “What gap could you start closing this term?” Students leave with an action, not just a document.