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CV Help Notes - page 1
This section is dedicated to skills and competences acquired in the course of life and career but not necessarily covered by formal certificates and diplomas. In other words, it aims to give a complete picture of your skills and competences. The headings below (languages, social, organisational, technical, computer-related, artistic and other skills and competences) allow you describe skills and competences acquired both in the course of your education and training (during your studies) during seminars or continuing training sessions, and in a non-formal manner (in the course of your occupational or leisure activities).
Other languages: state
in the section your skills and competences in foreign languages. Use
the self-assessment scale developed by the Council of Europe to help
people self-assessing their foreign language level of proficiency in
understanding, speaking and writing.
Instructions for using the self-assessment grid
The self-assessment grid is based on the six level scale of
the common European framework of reference for languages developed by the
Council of Europe.
The grid consists of three broad levels as follows:
- - Basic user (levels A1 and
A2);
- - Independent user (levels
B1 and B2);
- - Proficient user (levels C1
and C2).
To self-assess your foreign language level, read the
descriptions below and write the relevant level (e.g. Proficient user - C2) in
the adequate box of your CV (Listening, Reading, Spoken interaction, Spoken
production and Writing).
Understanding
Listening
A 1: I can understand familiar words and very basic
phrases concerning myself, my family and immediate surroundings when people
speak slowly and clearly.
A 2: I can understand phrases and the highest frequency
vocabulary related to areas of most immediate personal relevance (e.g. very
basic personal and family information, shopping, local area, employment). I
can catch the main points in short, clear, simple messages and announcements.
B 1: I can understand the main points of clear standard
speech on familiar matters regularly encountered in work, school, leisure,
etc. I can understand the main points of many radio or TV programmes on
current affairs or topics of personal or professional interest when the
delivery is relatively slow and clear.
B 2: I can understand extended speech and lectures and
follow even complex lines of argument provided the topic is reasonably
familiar. I can understand most TV news and current affairs programmes. I can
understand the majority of films in standard dialect.
C 1: I can understand extended speech even when it is not
clearly structured and when relationships are only implied and not signalled
explicitly. I can understand television programmes and films without too much
effort.
C 2: I have no difficulty in understanding any kind of
spoken language, whether live or broadcast, even when delivered at fast native
speed, provided I have some time to get familiar with the accent.
Reading
A 1: I can understand familiar names, words and very
simple sentences, for example on notices and posters or in catalogues.
A 2: I can read very short, simple texts. I can find
specific, predictable information in simple everyday material such as
advertisements, prospectuses, menus and timetables and I can understand short
simple personal letters.
B 1: I can understand texts that consist mainly of high
frequency everyday or job-related language. I can understand the description
of events, feelings and wishes in personal letters.
B 2: I can read articles and reports concerned with
contemporary problems in which the writers adopt particular attitudes or
viewpoints. I can understand contemporary literary prose.
C 1: I can understand long and complex factual and
literary texts, appreciating distinctions of style. I can understand
specialised articles and longer technical instructions, even when they do not
relate to my field.
C 2: I can read with ease virtually all forms of the
written language, including abstract, structurally or linguistically complex
texts such as manuals, specialised articles and literary works.
Speaking
Spoken interaction
A 1: I can interact in a simple way provided the other
person is prepared to repeat or rephrase things at a slower rate of speech
and help me formulate what I'm trying to say. I can ask and answer simple
questions in areas of immediate need or on very familiar topics.
A 2: I can communicate in simple and routine tasks
requiring a simple and direct exchange of information on familiar topics and
activities. I can handle very short social exchanges, even though I can't
usually understand enough to keep the conversation going myself.
B 1: I can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. I can enter
unprepared into conversation on topics that are familiar, of personal interest
or pertinent to everyday life (e.g. family, hobbies, work, travel and current
events).
B 2: I can interact with a degree of fluency and
spontaneity that makes regular interaction with native speakers quite
possible. I can take an active part in discussion in familiar contexts,
accounting for and sustaining my views.
C 1: I can express myself fluently and spontaneously
without much obvious searching for expressions. I can use language flexibly
and effectively for social and professional purposes. I can formulate ideas
and opinions with precision and relate my contribution skilfully to those of
other speakers.
C 2: I can take part effortlessly in any conversation or
discussion and have a good familiarity with idiomatic expressions and
colloquialisms. I can express myself fluently and convey finer shades of
meaning precisely. If I do have a problem I can backtrack and restructure
around the difficulty so smoothly that other people are hardly aware of it.
Spoken production
A 1: I can use simple phrases and sentences to describe
where I live and people I know.
A 2: I can use a series of phrases and sentences to
describe, in simple terms, my family and other people, living conditions, my
educational background and my present or most recent job.
B 1: I can connect phrases in a simple way in order to
describe experiences and events, my dreams, hopes and ambitions. I can briefly
give reasons and explanations for opinions and plans. I can narrate a story or
relate the plot of a book or film and describe my reactions.
B 2: I can present clear, detailed descriptions on a wide
range of subjects related to my field of interest. I can explain a viewpoint
on a topical issue giving the advantages and disadvantages of various options.
C 1: I can present clear, detailed descriptions of complex
subjects integrating sub-themes, developing particular points and rounding off
with an appropriate conclusion.
C 2: I can present a clear, smoothly-flowing description
or argument in a style appropriate to the context and with an effective
logical structure which helps the recipient to notice and remember significant
points.
Writing
A 1: I can write a short, simple postcard, for example
sending holiday greetings. I can fill in forms with personal details, for
example entering my name, nationality and address on a hotel registration
form.
A 2: I can write short, simple notes and messages. I can
write a very simple personal letter, for example thanking someone for
something.
B 1: I can write simple connected text on topics which are
familiar or of personal interest. I can write personal letters describing
experiences and impressions.
B 2: I can write clear, detailed text on a wide range of
subjects related to my interests. I can write an essay or report, passing on
information or giving reasons in support of or against a particular point of
view. I can write letters highlighting the personal significance of events and
experiences.
C 1: I can express myself in clear, well-structured text,
expressing points of view at some length. I can write about complex subjects
in a letter, an essay or a report, underlining what I consider to be the
salient issues. I can select a style appropriate to the reader in mind.
C 2: I can write clear, smoothly-flowing text in an
appropriate style. I can write complex letters, reports or articles which
present a case with an effective logical structure which helps the recipient
to notice and remember significant points. I can write summaries and reviews
of professional or literary works.
The self-assessment grid can be accessed from the website
of the Council of Europe (www.coe.int/portfolio).
Notes:
- - if you have a
certificate testifying to your competence (such as TOEIC -Test of English
for International Communication), state the level and the date when you
obtained;
- - do not
overestimate your level, which may well be checked if you are interviewed!
Social skills and competences
(remove if not relevant) |
What are we talking about?
Social skills and competences refer to living and
working with other people, in positions where communication is important
and situations where teamwork is essential (for example culture and
sports), in multicultural environments, etc.
Describe your social skills and competences, e.g.:
-
- team spirit;
-
- good ability to adapt to multicultural
environments, gained though my work experience abroad;
-
- good communication skills gained through my
experience as sales manager.
Specify in what context they were acquired (through
training, work, seminars, voluntary or leisure activities, etc.). |
Organisational skills and competences
(remove if not relevant) |
What are we talking about?
Organisational skills and competences refer to
coordination and administration of people, projects and budgets; at
work, in voluntary work (for example culture and sports) and at home,
etc. Describe your organisational skills and competences, e.g.:
-
- leadership (currently responsible for a team
of 10 people);
-
- sense of organisation (experience in
logistics);
-
- good experience in project or team
management.
and say in what context they were acquired (through
training, work, seminars, voluntary or leisure activities, etc.). |
Technical skills and competences
(remove if not relevant) |
What are we talking about?
Technical skills and competences refer to mastery of
specific kinds of equipment, machinery, etc. other than computers, or to
technical skills and competences in a specialised field (manufacturing
industry, health, banking, etc.).
Describe your technical skills and competences, e.g.:
-
- good command of quality control processes (I
was responsible for the implementation of quality audit in my dept);
Specify in what context they were acquired (through
training, work, seminar, voluntary or leisure activities, etc.). |
Computer skills and competences
(remove if not relevant) |
What are we talking about?
Computer skills and competences refer to word processing
and other applications, database searching, acquaintance with Internet,
advanced skills (programming etc.). Describe your computer skills and
competences, e.g.:
-
- good command of Microsoft Office™ tools
(Word™, Excel™ and PowerPoint™);
-
- basic knowledge of graphic design
applications (Adobe Illustrator™, PhotoShop™).
Specify in what context they were acquired (through
training, work, seminar, voluntary or leisure activities, etc.).
|
Artistic skills and competences
(remove if not relevant) |
State here your artistic skills and competences which
are an asset (music; writing; design, etc.) e.g.:
carpentry
Specify in what context they were acquired (through
training, work, seminars, voluntary or leisure activities, etc.). |
Other skills and competences
(remove if not relevant) |
State here any other skill(s) and competence(s) which
are an asset and are not mentioned under earlier headings (hobbies;
sports, positions of responsibility in voluntary organisations), e.g.:
trekking
Specify in what context they were acquired (through
training, work, voluntary or leisure activities, etc.). |
Driving licence(s)
(remove if not relevant) |
State here whether you hold a driving licence and, if
so, for which category of vehicle, e.g.:
Category B |
Additional information
(remove if not relevant) |
State here any other information which you think
relevant (publications or research; membership of professional
organisations, military information [if you judge it important to
specify that you have completed military service], marital status [if
you judge it important to specify], contact persons or referees [name,
job title, contact address, see note below]), e.g.:
Publication
Article: Molecular characterisation of a H3o-loaded
brain cell, Immunology Quarterly, New York, 02/2002
Notes:
-
- do not give the address of a contact person
without obtaining his/her formal agreement; it is preferable to state
‘References supplied on request’ in order not to overload the
curriculum vitae;
-
- where appropriate, provide a brief
description of your publications or research; specify the type of
document (thesis, article, report, etc.).
|
Annexes
(remove if not relevant) |
List any items attached to the CV, e.g.:
-
- copies of degrees and other qualifications,
including any certificates issued at the end of training courses which
did not lead to a formal qualification;
-
- testimonial of employment or work placement;
-
- publications or research; etc.
Notes:
-
- list the items in a logical order (e.g.,
place degrees or testimonials of employment together, numbering them if
required) to help the reader;
-
- never send originals of degree or
qualification certificates as these might be lost; photocopies are
adequate.
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