Proposal: student-created welcome guide
Purpose
New students need clear, practical information about routines and support.
Plan
A small volunteer group will draft a guide covering the first week, clubs and where to ask for help. Students may add a home-language version or bilingual key phrases. Staff will check factual information; students will approve any attributed contribution before publication.
Resources and evaluation
Use existing translation support and digital templates. Pilot the guide with new arrivals next term; collect anonymous feedback after two weeks and revise it before wider use.
Decision requested
Approve a one-term pilot and nominate a staff contact.
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IB English B
A multilingual welcome guide
Proposal · SL + HL writing pack
SL/HL: tailor the proposal to a real decision-maker and make the requested action explicit.
Read like a writer · SL + HL
Model for school leadership team
Task: SL/HL: tailor the proposal to a real decision-maker and make the requested action explicit.
1Orient the reader
2Develop the key point
3Close with purpose
Purposeful lexis
Purpose · Plan · Resources and evaluation · Decision requested · before wider use
Grammar and register
Proposal headings, parallel actions, responsibility, evaluation criteria
Teach the lesson
Notice, rehearse, write and review
Try it tomorrow
SL/HL: tailor the proposal to a real decision-maker and make the requested action explicit.
- Students mark who will read the text and what that reader needs.
- They select two useful linkers from the model and explain their job.
- They write a new response with original details, then use the checklist to revise.
Success criteria
- Purpose and audience are clear from the opening.
- Each requested point is developed with a specific example or reason.
- Linkers express a real relationship between ideas.
- The ending suits the text type and reader.
Teacher language
Useful language choices
Purpose · Plan · Resources and evaluation · Decision requested · before wider use
Questions that draw out detail
- What does your reader need to know first?
- Which example makes this point convincing?
- What relationship does this linker show: contrast, cause, sequence or addition?
- Does the register fit the reader and purpose?
Feedback focus
Give one response on task coverage, one on organisation and one on a language choice that the learner can use again. Avoid treating a memorised phrase as evidence of control.
Adapt it by level
More support
Rehearse the ideas orally, use a three-box planning frame and offer two optional sentence openings. Keep the model visible while the learner plans.
Greater independence
Remove the frame, change the audience or purpose and ask learners to justify their choices of structure and register.
Course fit
SL and HL adaptations with model, register, purposeful lexis and transfer practice. Follow the current course task, audience, word guidance and assessment criteria. This teaching model is not an official examination response or awarded grade.
Check transfer
Use a fresh prompt and look for the same purposeful decisions expressed in the learner’s own words.