# © European Communities, 2002-2009 http://europass.cedefop.europa.eu # http://europass.cedefop.europa.eu/europass/home/botnav/LegalNotice.csp # Name : cv_en_GB.xlf # Version : 20090407 # Purpose : Provides the labels and help texts used in the Europass Online Tools. # Author(s) : Europass team # URL : http://europass.cedefop.europa.eu/TechnicalResources/EuropassLabels/xliff/europass-labels-xliff-20090407/cv_en_GB.xlf Personal information Personal information <p> Enter your personal details below. </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> <p> Enter your personal details below. </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> Date of birth Date of birth Give your date of birth (dd/mm/yyyy), e.g.: <blockquote>02.04.1963 </blockquote> Give your date of birth (dd/mm/yyyy), e.g.: <blockquote>02.04.1963 </blockquote> Surname(s) Surname(s) State your surname(s), e.g.: <blockquote>SMITH </blockquote> in conformity with the rules that apply in your country. <p> </p> <p><strong>NB:</strong> If you have more than one surname, start with the one you usually use.</p> State your surname(s), e.g.: <blockquote>SMITH </blockquote> in conformity with the rules that apply in your country. <p> </p> <p><strong>NB:</strong> If you have more than one surname, start with the one you usually use.</p> First name(s) First name(s) State your first name(s), e.g.: <blockquote>John Andrew </blockquote>in conformity with the rules that apply in your country. <p><strong>NB:</strong><br />if you have more than one first name, start with the one you usually use.</p> State your first name(s), e.g.: <blockquote>John Andrew </blockquote>in conformity with the rules that apply in your country. <p><strong>NB:</strong><br />if you have more than one first name, start with the one you usually use.</p> Address Address <p><strong>NB:</strong> Show clearly the address at which you can be contacted quickly.</p> <p><strong>NB:</strong> Show clearly the address at which you can be contacted quickly.</p> Street number / Street Street number / Street State street number and street of contact address, e.g.: <blockquote>12, High Street</blockquote> State street number and street of contact address, e.g.: <blockquote>12, High Street</blockquote> City City State name of city of contact address, e.g.: <blockquote>London</blockquote> State name of city of contact address, e.g.: <blockquote>London</blockquote> Postal code Postal code State postal code of contact address, e.g.: <blockquote>SW1P 3AT</blockquote> State postal code of contact address, e.g.: <blockquote>SW1P 3AT</blockquote> Country Country State country e.g. <blockquote>United Kingdom</blockquote> State country e.g. <blockquote>United Kingdom</blockquote> Telephone(s) Telephone(s) State the telephone number(s) where you wish to be contacted;<br />if necessary, give specific days and times when it is possible to reach you (so that you can be contacted quickly), e.g.: <blockquote>0845 120 30 45 </blockquote><p><strong>NB:</strong> </p><li>If you wish to send your CV to other countries, give the country prefix and any regional prefix in brackets. These two prefixes should be joined by a hyphen, e.g.: (44-20) 80 12 34 56 for a number in London. </li><li>Divide the principal number into groups of two from the right-hand side, the last group consisting of three digits if the number is odd (groups are separated by a space, not by a full stop), e.g. (353-1) 220 20 20 for a number in Dublin. </li> State the telephone number(s) where you wish to be contacted;<br />if necessary, give specific days and times when it is possible to reach you (so that you can be contacted quickly), e.g.: <blockquote>0845 120 30 45 </blockquote><p><strong>NB:</strong> </p><li>If you wish to send your CV to other countries, give the country prefix and any regional prefix in brackets. These two prefixes should be joined by a hyphen, e.g.: (44-20) 80 12 34 56 for a number in London. </li><li>Divide the principal number into groups of two from the right-hand side, the last group consisting of three digits if the number is odd (groups are separated by a space, not by a full stop), e.g. (353-1) 220 20 20 for a number in Dublin. </li> Mobile Mobile Write your mobile phone number, using the same rules as for your fixed-line telephone number(s) e.g.: <blockquote> 6945 120 30 46 </blockquote> <p><strong>NB:</strong> </p> <li> If you wish to send your CV to other countries, give the country prefix and any regional prefix in brackets. These two prefixes should be joined by a hyphen, e.g.: (44-20) 80 12 34 56 for a number in London. </li> <li> Divide the principal number into groups of two from the right-hand side, the last group consisting of three digits if the number is odd (groups are separated by a space, not by a full stop), e.g. (353-1) 220 20 20 for a number in Dublin. </li> Write your mobile phone number, using the same rules as for your fixed-line telephone number(s) e.g.: <blockquote> 6945 120 30 46 </blockquote> <p><strong>NB:</strong> </p> <li> If you wish to send your CV to other countries, give the country prefix and any regional prefix in brackets. These two prefixes should be joined by a hyphen, e.g.: (44-20) 80 12 34 56 for a number in London. </li> <li> Divide the principal number into groups of two from the right-hand side, the last group consisting of three digits if the number is odd (groups are separated by a space, not by a full stop), e.g. (353-1) 220 20 20 for a number in Dublin. </li> Fax Fax Write your fax number(s), using the same rules as for your telephone number(s) e.g.: <blockquote> 0845 120 30 46 </blockquote> Write your fax number(s), using the same rules as for your telephone number(s) e.g.: <blockquote> 0845 120 30 46 </blockquote> E-mail(s) E-mail(s) Write your e-mail address(es) in full, specifying if it is your personal or professional address, e.g.: <blockquote>bragov@whaoo.com </blockquote> Write your e-mail address(es) in full, specifying if it is your personal or professional address, e.g.: <blockquote>bragov@whaoo.com </blockquote> Nationality Nationality Write your nationality, e.g.: <blockquote>Irish </blockquote><strong>NB: </strong>to add a nationality, click on the link "Add nationality" and write it. Write your nationality, e.g.: <blockquote>Irish </blockquote><strong>NB: </strong>to add a nationality, click on the link "Add nationality" and write it. Gender Gender M M F F Photograph Photograph <b>NB:</b> <ul> <li> A picture is not essential in a CV, unless requested by the employer </li> <li> Format: preferably jpg (113x151 pixels). </li> </ul> <b>NB:</b> <ul> <li> A picture is not essential in a CV, unless requested by the employer </li> <li> Format: preferably jpg (113x151 pixels). </li> </ul> Desired employment / Occupational field Desired employment / Occupational field <p /> <p> Enter desired employment or occupational field. </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> <p /> <p> Enter desired employment or occupational field. </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> Desired employment / Occupational field Desired employment / Occupational field Specify your job target or occupational field, e.g.: <blockquote>Database manager and administrator </blockquote><p><strong>NB:</strong> This entry gives an immediate overview of your profile by focusing on your core competences</p> Specify your job target or occupational field, e.g.: <blockquote>Database manager and administrator </blockquote><p><strong>NB:</strong> This entry gives an immediate overview of your profile by focusing on your core competences</p> Work experience Work experience <p /> <p> Describe your work experience, starting from the most recent, by filling in the fields below. Save every experience by clicking on "Save". </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> <p /> <p> Describe your work experience, starting from the most recent, by filling in the fields below. Save every experience by clicking on "Save". </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> From From Write the dates to show how long you held the job in question, e.g.: <blockquote>From March 1994 to December 1999 </blockquote> Write the dates to show how long you held the job in question, e.g.: <blockquote>From March 1994 to December 1999 </blockquote> <b>NB:</b> <ul> <li> If you are applying for your first job, do not forget to mention work placements during training which provide evidence of initial contact with the world of work; </li> <li> If your work experience is still limited (because you have just left school or university), describe your education and training first; </li> <li> For the sake of brevity, focus on the work experience that gives added weight to your application. Do not overlook experience which may be an asset even though it is not directly related to the profile of the job for which you are applying (e.g., time spent abroad, work bringing you into contact with the public, etc.); </li> </ul> <b>NB:</b> <ul> <li> If you are applying for your first job, do not forget to mention work placements during training which provide evidence of initial contact with the world of work; </li> <li> If your work experience is still limited (because you have just left school or university), describe your education and training first; </li> <li> For the sake of brevity, focus on the work experience that gives added weight to your application. Do not overlook experience which may be an asset even though it is not directly related to the profile of the job for which you are applying (e.g., time spent abroad, work bringing you into contact with the public, etc.); </li> </ul> To To Write the dates to show how long you held the job in question, e.g.: <blockquote> From March 1994 to December 1999 </blockquote> Write the dates to show how long you held the job in question, e.g.: <blockquote> From March 1994 to December 1999 </blockquote> <b>NB:</b> <ul> <li> If you are applying for your first job, do not forget to mention work placements during training which provide evidence of initial contact with the world of work; </li> <li> If your work experience is still limited (because you have just left school or university), describe your education and training first; </li> <li> For the sake of brevity, focus on the work experience that gives added weight to your application. Do not overlook experience which may be an asset even though it is not directly related to the profile of the job for which you are applying (e.g., time spent abroad, work bringing you into contact with the public, etc.); </li> </ul> <b>NB:</b> <ul> <li> If you are applying for your first job, do not forget to mention work placements during training which provide evidence of initial contact with the world of work; </li> <li> If your work experience is still limited (because you have just left school or university), describe your education and training first; </li> <li> For the sake of brevity, focus on the work experience that gives added weight to your application. Do not overlook experience which may be an asset even though it is not directly related to the profile of the job for which you are applying (e.g., time spent abroad, work bringing you into contact with the public, etc.); </li> </ul> Occupation or position held Occupation or position held State your job title or the nature of your occupation, e.g.: <blockquote>HGV mechanic</blockquote>or <blockquote>Maintenance technician</blockquote>or <blockquote>Receptionist</blockquote> State your job title or the nature of your occupation, e.g.: <blockquote>HGV mechanic</blockquote>or <blockquote>Maintenance technician</blockquote>or <blockquote>Receptionist</blockquote> Main activities and responsibilities Main activities and responsibilities State your main activities and responsibilities, e.g.: <blockquote>Maintenance of computers </blockquote>or <blockquote>Relations with suppliers </blockquote>or <blockquote>Maintaining parks and gardens </blockquote><strong>NB:</strong> If necessary, quantify your responsibilities (percentage of working time, length of time spent on each occupation, etc.). State your main activities and responsibilities, e.g.: <blockquote>Maintenance of computers </blockquote>or <blockquote>Relations with suppliers </blockquote>or <blockquote>Maintaining parks and gardens </blockquote><strong>NB:</strong> If necessary, quantify your responsibilities (percentage of working time, length of time spent on each occupation, etc.). Name and address of employer Name and address of employer <b>NB:</b><br />If relevant, add more information (telephone, fax, e-mail or internet address), e.g.: <ul> <li> Tel.: (44-31) 123 45 67 - Fax (44-31) 123 45 68 </li> <li> E-mail: J.Robinson@andes.co.uk </li> <li> Website: http://www.anderdobbs.co.uk </li> </ul> <b>NB:</b><br />If relevant, add more information (telephone, fax, e-mail or internet address), e.g.: <ul> <li> Tel.: (44-31) 123 45 67 - Fax (44-31) 123 45 68 </li> <li> E-mail: J.Robinson@andes.co.uk </li> <li> Website: http://www.anderdobbs.co.uk </li> </ul> Name Name State the name of the employer, e.g.: <blockquote>Anderson and Dobbs Ltd. </blockquote> State the name of the employer, e.g.: <blockquote>Anderson and Dobbs Ltd. </blockquote> Type of business or sector Type of business or sector State the nature of the employer’s business or sector, e.g.: <blockquote>Transport and logistics </blockquote>or <blockquote>Auditing </blockquote>or <blockquote>Manufacturer of motor vehicle parts </blockquote> State the nature of the employer’s business or sector, e.g.: <blockquote>Transport and logistics </blockquote>or <blockquote>Auditing </blockquote>or <blockquote>Manufacturer of motor vehicle parts </blockquote> Education and training Education and training <p> </p><p>Describe your education and training, starting from the most recent, by filling in the fields below. Save every education or training by clicking on "Save". </p><p><strong>Reminder:</strong> Fields left empty will be automatically removed. </p> <p> </p><p>Describe your education and training, starting from the most recent, by filling in the fields below. Save every education or training by clicking on "Save". </p><p><strong>Reminder:</strong> Fields left empty will be automatically removed. </p> Title of qualification awarded Title of qualification awarded Write the exact title of the qualification awarded, e.g.: <blockquote>National Vocational Qualification (NVQ) Level 2: Bakery Service </blockquote><strong>NB: </strong>avoid using abbreviations on their own (e.g. NVQ). Write the exact title of the qualification awarded, e.g.: <blockquote>National Vocational Qualification (NVQ) Level 2: Bakery Service </blockquote><strong>NB: </strong>avoid using abbreviations on their own (e.g. NVQ). Principal subjects / occupational skills covered Principal subjects / occupational skills covered <p>Summarise the main subjects or occupational skills taught during the course in question, grouping them together if necessary for the sake of brevity, e.g.: </p><p><strong>General</strong> </p><blockquote>- English language, Welsh language, mathematics, foreign language (Spanish) </blockquote><blockquote>- Physical education and sports </blockquote><strong>Occupational</strong> <blockquote>- Occupational techniques (making of standard breads, fancy breads, cakes and pastries) </blockquote><blockquote>- Science applied to food and equipment (microbiology, biochemistry, hygiene) </blockquote><blockquote>- Occupational technology (basic principles, hygiene and safety) </blockquote><blockquote>- Knowledge of business and its economic, legal and social context</blockquote><strong>NB:</strong> Combine items, and focus on the occupational skills which would be an asset if you were appointed. <p>Summarise the main subjects or occupational skills taught during the course in question, grouping them together if necessary for the sake of brevity, e.g.: </p><p><strong>General</strong> </p><blockquote>- English language, Welsh language, mathematics, foreign language (Spanish) </blockquote><blockquote>- Physical education and sports </blockquote><strong>Occupational</strong> <blockquote>- Occupational techniques (making of standard breads, fancy breads, cakes and pastries) </blockquote><blockquote>- Science applied to food and equipment (microbiology, biochemistry, hygiene) </blockquote><blockquote>- Occupational technology (basic principles, hygiene and safety) </blockquote><blockquote>- Knowledge of business and its economic, legal and social context</blockquote><strong>NB:</strong> Combine items, and focus on the occupational skills which would be an asset if you were appointed. Organisation providing education and training Organisation providing education and training Name Name State the name of the institution attended, e.g.: <blockquote>South Wales Technical College</blockquote> State the name of the institution attended, e.g.: <blockquote>South Wales Technical College</blockquote> Type Type State the type of the institution attended, e.g.: <blockquote>Technical College</blockquote> State the type of the institution attended, e.g.: <blockquote>Technical College</blockquote> Level in national or international classification Level in national or international classification If the level of the qualification corresponds to an existing national or international classification system, state the level within the classification concerned (national classification, ISCED, etc.), e.g.: <blockquote>ISCED 4 </blockquote> <strong>NB:</strong> if necessary, ask the body which awarded the qualification. <p>For more information on ISCED (International Standard Classification of Education) devised by UNESCO, consult: </p><blockquote>www.uis.unesco.org/TEMPLATE/pdf/isced/ISCED_A.pdf </blockquote> If the level of the qualification corresponds to an existing national or international classification system, state the level within the classification concerned (national classification, ISCED, etc.), e.g.: <blockquote>ISCED 4 </blockquote> <strong>NB:</strong> if necessary, ask the body which awarded the qualification. <p>For more information on ISCED (International Standard Classification of Education) devised by UNESCO, consult: </p><blockquote>www.uis.unesco.org/TEMPLATE/pdf/isced/ISCED_A.pdf </blockquote> Educational field Educational field State the field of education, e.g.: <blockquote>Life Sciences </blockquote> State the field of education, e.g.: <blockquote>Life Sciences </blockquote> Language(s) Language(s) <p /> <p> Describe your language skills as follows: </p> <ol> <li><b>Mother tongue(s):</b> enter your mother tongue(s). </li> <li><b>Other language(s):</b> for every language you want to describe, enter the language's name, fill in the level fields and click on "Save".<br /><br />To edit a language, click on the corresponding link in the table "List of your languages" </li> </ol> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> <p /> <p> Describe your language skills as follows: </p> <ol> <li><b>Mother tongue(s):</b> enter your mother tongue(s). </li> <li><b>Other language(s):</b> for every language you want to describe, enter the language's name, fill in the level fields and click on "Save".<br /><br />To edit a language, click on the corresponding link in the table "List of your languages" </li> </ol> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> Mother tongue(s) Mother tongue(s) Enter mother tongue(s) Enter mother tongue(s) Specify mother tongue(s), e.g.: <blockquote>English</blockquote> <strong>NB:</strong> If you grew up with more than one language and feel you are equally proficient in all of them, list them all as mother tongues. Specify mother tongue(s), e.g.: <blockquote>English</blockquote> <strong>NB:</strong> If you grew up with more than one language and feel you are equally proficient in all of them, list them all as mother tongues. Other language(s) - Self-assessment Other language(s) - Self-assessment Enter a language Enter a language Understanding Understanding Listening Listening <br /> <br /> Basic User Basic User A1 A1 I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. Basic User Basic User A2 A2 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 point in short, clear, simple messages and announcements. 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 point in short, clear, simple messages and announcements. Independent user Independent user B1 B1 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 point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. 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 point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. Independent user Independent user B2 B2 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. 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. Proficient user Proficient user C1 C1 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. 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. Proficient user Proficient user C2 C2 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. 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 Reading Basic User Basic User A1 A1 I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. Basic User Basic User A2 A2 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. 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. Independent user Independent user B1 B1 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. 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. Independent user Independent user B2 B2 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. 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. Proficient user Proficient user C1 C1 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. 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. Proficient user Proficient user C2 C2 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. 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 Speaking <br /> <br /> Basic User Basic User A1 A1 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. 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. Basic User Basic User A2 A2 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. 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. Independent user Independent user B1 B1 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). 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). Independent user Independent user B2 B2 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. 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. Proficient user Proficient user C1 C1 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. 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. Proficient user Proficient user C2 C2 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. 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. Basic User Basic User A1 A1 I can use simple phrases and sentences to describe where I live and people I know. I can use simple phrases and sentences to describe where I live and people I know. Basic User Basic User A2 A2 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. 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. Independent user Independent user B1 B1 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. 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. Independent user Independent user B2 B2 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. 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. Proficient user Proficient user C1 C1 I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. Proficient user Proficient user C2 C2 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. 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 Writing <br /> <br /> Basic User Basic User A1 A1 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. 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. Basic User Basic User A2 A2 I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something. I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something. Independent user Independent user B1 B1 I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. Independent user Independent user B2 B2 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. 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. Proficient user Proficient user C1 C1 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. 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. Proficient user Proficient user C2 C2 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. 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. Personal skills and competences Personal skills and competences <p /> <p> Describe your personal skills and competences by filling in the fields below. </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> <p /> <p> Describe your personal skills and competences by filling in the fields below. </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> Social skills and competences Social skills and competences Describe your social skills and competences, e.g.: <blockquote>- Team spirit; </blockquote><blockquote>- Good ability to adapt to multicultural environments, gained through my work experience abroad; </blockquote><blockquote>- Good communication skills gained through my experience as sales manager. </blockquote><p>Specify in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.). </p><p><strong>What are we talking about?</strong><br />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.</p> Describe your social skills and competences, e.g.: <blockquote>- Team spirit; </blockquote><blockquote>- Good ability to adapt to multicultural environments, gained through my work experience abroad; </blockquote><blockquote>- Good communication skills gained through my experience as sales manager. </blockquote><p>Specify in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.). </p><p><strong>What are we talking about?</strong><br />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.</p> Organisational skills and competences Organisational skills and competences Describe your organisational skills and competences, e.g.: <blockquote>- Leadership (currently responsible for a team of 10 people); </blockquote><blockquote>- Sense of organisation (experience in logistics); </blockquote><blockquote>- Good experience in project or team management. </blockquote><p>and say in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.). </p><p><strong>What are we talking about?</strong><br />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.</p> Describe your organisational skills and competences, e.g.: <blockquote>- Leadership (currently responsible for a team of 10 people); </blockquote><blockquote>- Sense of organisation (experience in logistics); </blockquote><blockquote>- Good experience in project or team management. </blockquote><p>and say in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.). </p><p><strong>What are we talking about?</strong><br />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.</p> Technical skills and competences Technical skills and competences Describe your technical skills and competences, e.g.: <blockquote>Good command of quality control processes (I was responsible for the implementation of quality audit in my dept)</blockquote> Specify in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.). <p><strong>What are we talking about?</strong><br /> 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.).</p> Describe your technical skills and competences, e.g.: <blockquote>Good command of quality control processes (I was responsible for the implementation of quality audit in my dept)</blockquote> Specify in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.). <p><strong>What are we talking about?</strong><br /> 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.).</p> Computer skills and competences Computer skills and competences Describe your computer skills and competences, e.g.: <blockquote>- Good command of Microsoft Office™ tools (Word™, Excel™ and PowerPoint™); </blockquote><blockquote>- Basic knowledge of graphic design applications (Adobe Illustrator™, PhotoShop™). </blockquote><p><strong>What are we talking about?</strong><br />Computer skills and competences refer to word processing and other applications, database searching, acquaintance with Internet, advanced skills (programming etc.).</p> Describe your computer skills and competences, e.g.: <blockquote>- Good command of Microsoft Office™ tools (Word™, Excel™ and PowerPoint™); </blockquote><blockquote>- Basic knowledge of graphic design applications (Adobe Illustrator™, PhotoShop™). </blockquote><p><strong>What are we talking about?</strong><br />Computer skills and competences refer to word processing and other applications, database searching, acquaintance with Internet, advanced skills (programming etc.).</p> Artistic skills and competences Artistic skills and competences State here your artistic skills and competences which are an asset (music; writing; design, etc.) e.g.: <blockquote>Carpentry </blockquote>Specify in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.). State here your artistic skills and competences which are an asset (music; writing; design, etc.) e.g.: <blockquote>Carpentry </blockquote>Specify in what context they were acquired (through training, work, seminars, voluntary or leisure activities, etc.). Other skills and competences Other skills and competences 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.: <blockquote> Trekking </blockquote> Specify in what context they were acquired (through training, work, voluntary or leisure activities, etc.). 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.: <blockquote> Trekking </blockquote> Specify in what context they were acquired (through training, work, voluntary or leisure activities, etc.). Driving licence(s) Driving licence(s) Additional information and annexes Additional information and annexes <p /> <p> Enter any other relevant information and/or list documents annexed to your CV. </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> <p /> <p> Enter any other relevant information and/or list documents annexed to your CV. </p> <p><b>Reminder:</b> Fields left empty will be automatically removed. </p> Additional information Additional information 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.: <blockquote><strong>Publication</strong><br /> Article: Molecular characterisation of a H3o-loaded brain cell, Immunology Quarterly, New York, 02/2002 </blockquote> <p><strong>NB:</strong> </p><ul> <li> 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; </li> <li> Where appropriate, provide a brief description of your publications or research; specify the type of document (thesis, article, report, etc.). </li> </ul> 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.: <blockquote><strong>Publication</strong><br /> Article: Molecular characterisation of a H3o-loaded brain cell, Immunology Quarterly, New York, 02/2002 </blockquote> <p><strong>NB:</strong> </p><ul> <li> 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; </li> <li> Where appropriate, provide a brief description of your publications or research; specify the type of document (thesis, article, report, etc.). </li> </ul> Annexes Annexes Annexes Annexes List any items attached to the CV, e.g.: <blockquote> Copies of degrees and other qualifications, including any certificates issued at the end of training courses which did not lead to a formal qualification; </blockquote> <blockquote> Testimonial of employment or work placement; </blockquote> <blockquote> Publications or research; etc. </blockquote> <p><strong>NB:</strong> </p><ul> <li> List the items in a logical order (e.g., place degrees or testimonials of employment together, numbering them if required) to help the reader; </li> <li> Never send originals of degree or qualification certificates as these might be lost; photocopies are adequate. </li> </ul> List any items attached to the CV, e.g.: <blockquote> Copies of degrees and other qualifications, including any certificates issued at the end of training courses which did not lead to a formal qualification; </blockquote> <blockquote> Testimonial of employment or work placement; </blockquote> <blockquote> Publications or research; etc. </blockquote> <p><strong>NB:</strong> </p><ul> <li> List the items in a logical order (e.g., place degrees or testimonials of employment together, numbering them if required) to help the reader; </li> <li> Never send originals of degree or qualification certificates as these might be lost; photocopies are adequate. </li> </ul>