Pnnr3 Romano Paola AS2B

Teaching unit about "Writing a curriculum vitae"

CONCORSO PERSONALE DOCENTE DELLA SCUOLA SECONDARIA DI I E II GRADO SU POSTO COMUNE E DI SOSTEGNO (DM 26 OTTOBRE 2023, N. 205).

CANDIDATA: ROMANO PAOLA CC: AS2B

index

Context

Aims and Pre-requisites

Learners

Procedures

Materials

Key to success

Inclusion

Methodologies and Approach

Technology

10

Assestment

Presidential Decree 88/2010

CONTEX

SCHOOL LEVEL: Secondary Upper School – Fifth Year (Technical Institute) CULTURAL BACKGROUND: The school has a strong focus on community engagement and partnerships with local organizations to provide students with real-world learning experiences. IT places strong emphasis on innovation, digital skills and laboratory practice, allowing students to develop both technical competences and problem-solving abilities.

LEARNERS

GENERAL BEHAVIOUR:SS ARE RESPONSIBLE AND INTERESTED TO LEARN; HETEROGENEITY/HOMOGENEITY: The class is generally cohesive, and even though it tends to form fixed groups, it remains balanced and collaborative;

CLASS: Secondary High School – 5th class COMPOSITION: 24 SS CERF LEVEL: Mixed levels ranging from B1 to B2 DIGITAL COMPETENCE: Good predisposition towards the use of technology.

DISABILITY

LEARNER CENTRED

KEYS TO SUCCESS

• ACTIVE STUDENTS PARTICIPATION
• Task-based and interactive learning
• VARIED TEACHING STRATEGIES
• Structured learning path
• FLEXIBILITY AND ADAPTABILITY
• Use of DIGITAL tools
• DIFFERENT MATERIALS
• positive environment
• compensatory tools and dispensatory measures for Sld SS

INCLUSION

*L./ 104/92 *L. 170/2010 *DIR. MIN 27/12/2012

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• 3 BASIC NEEDS

• WORKING IN THE ZPD

• EMPATHY AND EMOTIONS

• ITC USE

The teacher will carefully review the student’s P.E.P. (Personalized Educational Plan) and adapt the lesson taking into account the specific needs of students Dispensatory Measures Compensatory Tools Assestment

tECHNOLOGY

Integrated Digital Teaching DM 291 DEL 30/09/ 2021 E DM 66 DEL 12/04/2023

NEW LEARNING EXPERIENCES

INDIVIDUALIZED LEARNING

ACCESS TO INFORMATION

ASSESTMENT

Technology supports individualized learning through adaptive platforms, personalized apps, and educational games that meet each student’s needs, abilities, and learning style.. .

Technology has revolutionized the assessment process in schools, offering numerous benefits and opportunities for educators and students

Technology can enhance traditional teaching methods, making learning more interactive, engaging, and personalized.

Technology enables students to access vast amounts of information from around the world instantly.

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AIMS and pre-requisites

By the end of lesson SS will be able to:

1. Understand the purpose and structure of a Curriculum Vitae (CV).
2. Identify the main sections of a CV, such as personal information, education, skills, and work experience
3. Use appropriate vocabulary and formal language related to job applications.
4. Write a simple CV in English presenting their education, skills, and experiences
5. Use digital tools to create a clear and well-organized CV
6. reflect on their PCTO experiences
7. Reflect on their personal skills and future career goals.
8. critical thinking and career orientation

CEFR Common European Framework of Reference for Languages.

What SS already know

Your Skills, Your Story: Writing a CV for Global Opportunities.

LET'S GO TO WORK- DAY 1 1 lesson - 1h

WARM UP10 MIN

READING15 MIN

LISTENING 15 minutes

digital activity 20 minutes

procedures

Writing a CV and Exploring Real Opportunities LET'S GO TO WORK- DAY 2 1 Lesson -1 h

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CREATE 30MIN

PEER FEEDBACK 10 MIN

WRITING 20 MIN

The teacher will create a virtual classroom where students can share comments, job announcements, and ideas on how to improve and update their CVs in the future

Homework At home, students will continue working on their CV using digital tools such as Canva or Europass to create a new format or layout, in order to further personalise and improve their curriculum vitae. They will also start searching for information about the cover letter, analysing examples online and identifying its main features. This will prepare them for the next lessons, which will focus on writing an effective cover letter in English.

SETTING

MATERIALS

CLASS computer lab

Interactive Whiteboard (IWB) Students’ devices (computer, tablet or smartphone with Internet access) Job advertisements from online platforms Example CV and textbook material (“Writing a CV”) Digital tools: Mentimeter, Padlet, Kahoot, Google Docs Europass CV website or Canva templates for creating the CV.

METHODOLOGIES AND APPROACH

Communicative Language Teaching (CLT) Task-Based Learning Cooperative Learning Learning by Doing Digital Learning / ICT Integration Peer Assessment Career Education Approach

SS CENTRED

Engaging Activities;Clear Communication; Encouragement and Support; Assessment and Feedback;

Key Competences for Lifelong Learning

Communication in foreign languages Digital competence Personal, social and learning to learn competence Entrepreneurship competence

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Citizenship Competences Learning to learn Collaborating and participating Acting autonomously and responsibly

ASSESTMENT

Students’ participation and engagement in class discussions Active involvement during job advertisement analysis Contribution to digital activities (Padlet, Mentimeter, Google Docs) Collaboration and peer feedback during the CV revision phase Students’ ability to present their skills and experiences clearly and effectively Writing abilities

"Education should not only provide knowledge, but also prepare students to face the challenges and opportunities of the world of work."

THANKs for your attention

Paola Romano

T. projects the instructions on the interactive whiteboard. Task: Students visit the website: https://europa.eu/europass/en They access to the Europass CV builder and create their own CV following:

• the suggestions from the previous lesson
• the CV model analysed in class
• the instructions provided on the website

Students include:

• personal information
• education
• PCTO experiences
• skills and competences
• languages
• digital skills

The teacher supports students during the activity and helps them select appropriate vocabulary. Aim:

• apply the structure of a CV in a real professional format
• develop digital career-building skills

Skills developed professional writing organisation of personal information career awareness use of the Europass platform creation of a digital professional document

USE OF TIC

Technology in the classroom plays an important role in improving the learning experience. Digital tools such as interactive whiteboards, educational platforms, and various software can support different learning styles and make lessons more dynamic. They allow teachers to present content in multiple ways, offer additional resources, and adapt activities to students’ needs and abilities. Furthermore, technology can increase students’ engagement by encouraging participation and collaboration. In this way, digital resources help create a more accessible and stimulating learning environment for everyone.

Warm-up: What is a CV? (10 minutes)

The lesson begins with a brainstorming activity. The teacher shows a cv profile on Linkedin and asks students: What is a CV and why is it important in the world of work? Students answer using Mentimeter or Padlet, creating a word cloud with ideas such as: job application-skills-experience-education- personal profile The teacher guides a short discussion highlightingAim:

• activate students’ prior knowledge
• introduce the concept of CV

Skills:

• vocabulary related to employment

• reading

• oral interaction
• critical thinking

Discovering the Structure of a CV (15 minutes)Video: “How to Write a CV”

• Activity :Students watch a short video explaining how to write a CV. While listening, they complete a worksheet identifying:
• The main sections of a CV
• Important tips for writing one

T. introduces the concept of professional profile, which usually appears at the beginning of a CVSkills involved: Listening Aim: understand the function of a professional profile

Digital Writing Activity: Personal Profile (20 minutes) Activity: The teacher creates a Padlet board titled: “My Professional Profile” Students write a short professional summary (3–4 lines) describing themselves. Example: Motivated high school student with strong teamwork and communication skills developed during school projects and PCTO activities. Students read their classmates' profiles and add comments. Skills involved:

• Writing
• Self-assessment

Aim:

• Develop concise professional writing-
• Encourage reflection on personal competences

INFORMATION

The internet, digital libraries, and online databases give students access to a wealth of resources for research, exploration, and learning beyond the confines of the classroom.

Support in Learning: Students with disabilities may benefit from personalized support and assistive technologies, such as digital tools, visual aids, or simplified materials, to facilitate access to learning. Adaptations in Teaching and Assessment: Teaching methods and assessments should be adapted to meet students’ needs. This may include extra time, differentiated activities, and alternative ways of demonstrating knowledge, such as oral presentations or multimedia tasks. Psychological and Emotional Support: It is important to create a positive and inclusive classroom environment that encourages participation, confidence, and cooperation, promoting students’ well-being and self-esteem.

DISABILITY

If there are students with disabilities in the classroom, the lesson will be adapted according to their specific educational needs. The teacher will provide appropriate support strategies, differentiated activities, and accessible materials in order to ensure full participation and an inclusive learning environment for all students.

Integration into learning activities: Include ICT tools in different learning activities and school subjects. Encourage the student to use these tools independently when possible, but be ready to help if the student has difficulties. Monitoring progress: Regularly check the student’s progress and adapt the use of ICT tools according to the student’s needs and abilities.

Supporting students emotionally is crucial for promoting their psychological well-being and academic success. Empathy and understanding: Demonstrate empathy and understanding towards the challenges and emotional experiences students. Listen actively and show willingness to understand their feelings and concerns. Open and positive communication: Create an open and welcoming classroom environment where students feel free to express their emotions and share their experiences. Use positive and encouraging language to boost students' self-esteem. Social inclusion: Promote an inclusive environment where students feel accepted and valued by their peers. Encourage opportunities for socialization and collaboration among students, fostering the creation of positive and supportive relationships.

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According to Presidential Decree 88/2010, technical institutes aim to develop students’ scientific, technological, and professional skills, preparing them both for university studies and for entry into the job market. For this reason, activities such as writing a Curriculum Vitae in English are particularly relevant, as they help students present their competences and prepare for internships, international mobility programmes, or future employment opportunities.

Working within "the zone of proximal development "with students means providing them with the support and necessary resources to reach the next level of development in their abilities. For this reason it's important: Assessment of current abilities: it's important to understand each student's specific abilities and challenges. This may include individual assessments, classroom observations Clear and realistic goals: Establish clear and achievable learning objectives that are just beyond the student's current abilities but can be reached with the right support. Provide adequate support: Offer students the necessary support to address challenges and overcome obstacles. This may include clear and detailed instructions, behavioral models, adapted learning resources, and constructive feedback. Use differentiated teaching strategies: Adapt learning activities based on the individual needs of students, employing a variety of teaching approaches and instructional materials.

PEER FEEDBACK

After creating their CV, students exchange their documents with a classmate using Google Docs sharing or another digital platform. Each student reviews a partner’s CV using a simple peer-feedback checklist provided by the teacher. Structure: Are all CV sections present? (personal info, education, PCTO/work, skills) Clarity: Is the CV clear and easy to read? Skills & Experience: Are they relevant and well connected? Language: Is grammar and vocabulary appropriate? Suggestions: What can be improved? Students comment using Google Docs or discuss briefly with their partner, then revise their CV.Aim:

• improve the quality of the CV
• encourage reflection on professional communication

Skills:

• peer assessment
• critical thinking

LEARNING BY:

Educational software, assistive technology, PC, Screen Readers, multimedia presentations, interactive whiteboards, and online learning platforms offer opportunities for active learning and exploration.

Compensatory tools help students overcome specific difficulties and allow them to achieve the same learning objectives through alternative strategies. Examples include: Simplified CV templates with guided sections and sentence starters Vocabulary lists related to jobs, skills and education Visual organizers or graphic schemes showing the structure of a CV Digital spell-checkers and grammar-check tools (e.g. Word, Google Docs) Text-to-speech software to support reading comprehension Speech-to-text tools to support writing tasks Use of digital dictionaries or translation tools Recorded instructions or video explanations of the activity

Guided Writing Activity: Building a CV (20 minutes)

Homeworks

T. introduces the structure and purpose of a curriculum vitae, explaining the main sections: personal details- education- skills- work / PCTO experience. Guided writing Students open a shared CV template on Google Docs projected on the interactive whiteboard. The template includes prompts and guiding questions for each section (for example: What school do you attend? What skills do you have? What activities have you taken part in?). Students complete each section step by step, transforming the information into short, clear sentences suitable for a CV, than discusse in pair. Vocabulary and grammar support T.introduces useful expressions and action verbs commonly used in CVs action verbs and phrasal verbs.(carry out tasks-take part in a project-work on a project) Aim:

• understand how to write the main sections of a CV
• practice professional writing in English

Skills:

• writing skills
• ability to summarise information

Prerequisites

• Understand the main information in short written texts in English
• Recognize basic vocabulary related to jobs and professions
• Describe their education and school experiences
• Use basic structures to talk about skills and abilities (e.g. I can…, I am able to…, I have experience in…)
• Write short descriptive texts in English

These abilities correspond approximately to a B1 level of the CEFR. Cognitive Prerequisites

• Identify key information in a text
• Summarise simple information
• Reflect on their own experiences and competences

Digital Prerequisites

• Use basic digital writing tools (Google Docs or Word)
• Access online platforms for learning activities

RUBRIC

Reading Activity – Understanding Job Advertisements (15 minutes) Activity: Students are given two online job advertisements projected on the IWB. They complete a shared worksheet on Google Docs answering:What job is advertised?What skills are required?What qualifications are needed?What experience is required?Each group presents their results to the class.The teacher highlights the link between job requirements and CV content Skills involved:Reading + Comprehension+Speaking+ Critical thinking Aim:

• Develop the ability to identify key information in job advertisements and understand employer expectations
• Understand the connection between job advertisements and CV writing

Multiple Assessment Methods: Teachers should use different assessment methods to address students’ diverse learning styles and abilities. Accessible Materials and Support: Assessment materials should be accessible, and students may use assistive tools when needed. Flexible Timing: Extra time or flexible scheduling can help meet different learning needs. Feedback: Teachers should provide clear and constructive feedback to support students’ progress

INCLUSION

Law 104/1992 – Framework law for assistance, social integration and the rights of people with disabilities, which guarantees school inclusion and individualized educational planning. Law 170/2010 – Recognizes Specific Learning Disorders (SLD) such as dyslexia, dysgraphia, dysorthography and dyscalculia, and introduces compensatory tools and personalized teaching strategies. Ministerial Directive 27 December 2012 – Introduces the concept of BES (Special Educational Needs) and promotes inclusive teaching for all students.