Résumé Samples
Here are some résumé samples to give you some ideas.
There is no set résumé format, but your résumé should be concise (short) and easy to read.
There are four types of résumés samples here. Your choice of résumé style depends on the type of job you're going for.
A chronological résumé focuses on your work history (including voluntary work and work experience), listing it in "reverse chronological" order (starting with your current or most recent position). This type of résumé works well when the job or course advertisement says that "experience" is important. Under each job you should list all the duties of the job, any particular achievements and highlights to show that you did more than simply "show up".
A functional résumé does not emphasise one aspect of your skills, education and experience over another. This means it is less specific about your work history and where you gained your skills. This is a useful format when you don't want to alert someone to a lack of specific knowledge and/or type of experience. Often people use functional résumés when they have had a number of different jobs, have done unrelated training courses, or have developed wide-ranging skills (such as computers, fundraising and orienteering, for example).
A skills-based résumé works to highlight examples of when, where and how you have demonstrated particular skills that are relevant to a particular job or course you are applying for, regardless of whether this was on-the-job, through a course of study or via some other means. It shows the reader what you can do, by providing evidence that you have already done it.
A combination résumé incorporates your demonstrated skills plus reasonably detailed work and education history in reverse chronological order. This type of résumé can be used to highlight that you have been working towards a definite goal and that you have planned all your activities (paid work, study, community work etc.) in order to achieve this goal. It gives the reader a sense of security about you – you come across as grounded, reliable and likely to succeed.
1. Young people who do not have formal vocational or higher educational qualifications who want to enter the workforce
2. Young people who have formal vocational qualifications who want to enter the workforce, or continue to pursue higher education
3. Young people who have higher education qualifications who want to enter the workforce, or continue to pursue higher education
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