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Personal skills and competences

This page 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).

General note: Delete any heading under which you have nothing relevant to say, using the ‘cut’ command menu in your word processing software.

 

 

Mother tongue(s) State your mother tongue(s) here, e.g.:

English

Other language(s) Note: state in the section below your skills and competences in foreign

(remove if not relevant) 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 (see instructions below heading).

 

(C1) Proficient user B2 Independent user (A2) Basic user (B1) Independent user (B2) Independent user
(B1) Independent user B2 Independent user (A2) Basic user (A2) Basic user (A2) Basic user

Self-assessment Understanding Speaking Writing

European level (*) Listening Reading Spoken interaction Spoken production

 

Spanish

 

French

(*) Common European Framework of Reference (CEF) level

 

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 specialized 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, specialized 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 skillfully 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 What are we talking about?

(remove if not relevant) 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.).

 

Organizational skills and What are we talking about?

competences Organizational skills and competences refer to coordination and

(remove if not relevant) administration of people, projects and budgets; at work, in voluntary

work (for example culture and sports) and at home, etc.

 

Describe your organizational skills and competences, e.g.:

- leadership (currently responsible for a team of 10 people);

- sense of organization (experience in logistics);

- good experience in project or team management.

Specify in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.).

 

Technical skills and What are we talking about?

competences

(remove if not relevant) 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 specialized 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 What are we talking about?

(remove if not relevant) 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 State here your artistic skills and competences which are an (remove if not relevant) 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 competencesState here any other skill(s) and competence(s) which are an (remove if not relevant) asset and are not mentioned under earlier headings (hobbies;

sports, positions of responsibility in voluntary

organizations), e.g.: trekking

 

Specify in what context they were acquired (through training, work, voluntary or leisure activities, etc.).

 

Driving licence(s) State here whether you hold a driving license and, if so, for which category of (remove if not relevant) vehicle, e.g.: Category B

 

Additional information State here any other information which you think relevant

(remove if not relevant) (publications or research; membership of professional organizations, 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 characterization 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.).

 

AnnexesList any items attached to the CV, e.g.:

(remove if not relevant) - 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.

 

Europass

Curriculum vitae


Date: 2016-01-05; view: 1044


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