Material suitability: Age 12 and above

This article shares some useful suggestions on how to write an informative and insightful proposal to recommend an overseas trip during the school holidays. It is intentionally written in point form to ensure that all the task requirements are addressed and learning is made easier with full guidance.

Task requirements:

  • Recommend a Bangkok Trip during December Holidays
  • Recommend at least 2 suitable bonding and educational activities for the Girl Guides CCA
  • In your report/proposal, explain the reasons for your choice of activities

Your report to the CCA teacher-in-charge must include:

  1. Objectives of the trip and activities
  2. Why the activities appeal to you and your fellow members
  3. What you and your fellow members will gain from the experience
  4. Possible follow-up activity that CCA group could do to extend their learning

Guided Proposal Writing 

24 March 2017

Attention: Mrs Mary Tan

                   CCA teacher-in-charge, Orchard Park Secondary School

Dear Mrs Tan,

Proposal on the Bangkok Trip during the December Holidays

Introduction:

  • Reasons for writing this report
    • [Why are you suggesting such activities + Who the target audience is] As overseas trips are known to enhance learning for students, I would like to propose an enriching and exhilarating list of activities in Bangkok during the long December holidays for our Girl Guides unit.
    • [Address the possible risks] While there is a high threat from terrorism where recent incidents in Bangkok, including a bomb explosion on 17 August 2015, have resulted in numerous casualties, the country’s security measures have been considerably tightened at Metro stations , airports and other key locations across Thailand following the deadly terrorist attacks in Brussels.
    • [Assuring the teacher that the activities are both safe and enriching] This overseas experience will be uniquely and carefully organised based on intended learning outcomes to develop values, character and leadership skills, considering all possible hazards and control plans.
  • Objectives of the trip and activities
    • While character education and leadership can be taught indoors, many outdoor practitioners would argue that an adventure setting creates a more engaging, impactful learning experience. This includes organic teaching moments regarding independence, interdependence, risk-taking, and social skills.
      • Independence: Learning how to live by yourself and make decisions wisely on your own
      • Interdependence: This is important because it helps to build teamwork and community spirit
      • Risk-taking: Learn how to minimise risks
        • Applying mosquito repellent to prevent mosquito bites and dengue fever
        • Learn how to prevent theft by being cautious of your surroundings and never to leave your belongings unattended
      • Social skills: Making new friends and learning how to work with each other
    • [Show the relevance of the trip by showing how education has to change with the trends] Times have changed. Our youngsters are maturing at a younger age, and are more affluent now. Our educational content and style must change and be updated accordingly.
    • [To let students experience life in a more realistic way and apply their knowledge learnt in school] All parents want their children to have the best form of education, the best enrichment and to be well rounded. Schooling today is no longer all about learning content, since everything can be Googled easily.
    • We can read about and research a theme park, but we cannot experience it using our five senses, which would be more enriching and fulfilling than learning from the text.
  • End the introduction with a CALL FOR ACTION -> beseech/request/seek your teacher’s approval
    • With these perks in mind, I hope you would accede to my proposal of this string of developmental activities for the upcoming December holidays.

Body paragraph 1 (Activity 1 – Safari World):

  • Why the activities appeal to you and your fellow members
    • Animals certainly do have huge amount of space to roam free.
    • Opened since 1988, Safari World is divided in two distinct areas: The open space of Safari Park where you can drive through in your car or in the park bus represents 480 acres for its open zoo and 180 acres for its bird park, then the Marine Park which is more of a traditional zoo mixed with many shows, lots of food stalls and plenty of souvenir shops. Further, an astonishing amount of giraffes gracefully walk around the feeding area, supposedly the largest herd in the world. It’s a really different experience to drive in the middle of free and healthy animals which are obviously not paying much attention to human visitors. The wilderness of Safari World is not something you could expect so close to a big frantic city.
    • Despite some of the animal not-so-friendly entertainments, Safari world is a big favourite of families and kids, Thais and tourists alike, a great way to spend the day away from the city and share with the students the rare pleasure of getting really close to animals in the wild.
  • What you and your fellow members will gain from the experience (i.e. bonding + educational benefits)
    • Enhanced Language Development: As students walk around the zoo, they are exposed to words and concepts. It also encourages dialogue between teachers and students. While walking around, it is important to label every animal and ask questions. This will help increase their vocabulary and comprehension skills.
    • CCA Bonding: Visiting a zoo is the perfect way to spend a day together as a CCA. Teachers and students can all find something to enjoy at the zoo.
    • Environmental Awareness: Visiting a zoo helps students understand the importance of taking care of the environment as it has a significant impact on the lives and welfare of animals. Zoos also teach students about the importance of conservation and animal care.
    • Great Exercise: The Safari World zoo covers a vast amount of land which allows for ample exercise. It has wide open spaces including several hills which is perfect for getting the heart pumping. This zoo also provides playground areas for children to work those gross motor skills while making new friends.
      • Gross motor skills are involved in movement and coordination of the arms, legs, and other large body parts and movements. They participate in actions such as running, crawling, swimming, etc. Fine motor skills are involved in smaller movements that occur in the wrists, hands, fingers, and the feet and toes.
    • Increased Knowledge: Even if you don’t attend the educational programs, activities or special events, students will still absorb an insane amount of knowledge when visiting a zoo. They will use all of their senses to take in their surroundings and expand their understanding about animals and their environment. They will learn the way an animal smells, the sounds it makes, the way it feels and what it looks like. The Safari Zoo offers a true multi-sensory approach to learning!
      • 4 senses: learn the way an animal smells, the sounds it makes, the way it feels and what it looks like
    • Interactive/Hands-On: For many students, the best way to learn is by doing and feeling. The Safari World zoo offers petting and feeding areas, which allow students to truly immerse themselves in the animal’s lives.
    • Sparks Curiosity: As soon as a student enters a zoo, their eyes widen and the wheels start turning. “Teacher can I see that animal?” “Teacher where does that animal come from?” “Teacher can I take that one home?” Students are innately curious which allows them to learn and take in their environment. Zoos encourage curiosity thus encourage learning and brain development!
    • Allows for Exploration and Self-Discovery: What students love most about the zoo, is that it allows them to explore their environment and make new discoveries. This all leads to cognitive, language, motor and academic growth. While exploring a zoo, students go on a wild adventure full of running around, asking questions and engaging in story telling. These activities are key for healthy development! Exploring their environment also helps students become more self-aware. They learn what animals they like and don’t like. They also learn to move past their fears and trepidation about certain animals, reptiles and bugs.

Body paragraph 2 (Activity 2 – Shopping at the night market):

  • Why the activities appeal to you and your fellow members
    • it is with no doubt that shopping at the night market will be our favourite activity.
    • Also, goods sold in night markets will cost way cheaper than those you find in shopping malls. Given the fact that all of us are still teenagers that are currently studying, it is more suitable that we purchase items that are less pricey.
  • What you and your fellow members will gain from the experience (i.e. bonding + educational benefits)
    • As there are very few night markets around in Singapore, Guides will be able to experience how a night market is like after this activity.
    • As the saying goes, “don’t judge a book by its cover”, the appearance of a night market may appear dirty, smelly and humid to many, but once you experience it for yourself, you will find out that it actually has much more to offer. In the night market, you will be able to see people from all walks of life struggling to earn a living. Most people, especially young children in Singapore are very spoilt and pampered by their parents and thus I feel that this activity will help Guides to realise that they are actually very fortunate to be living in Singapore and not take things for granted.
    • We help each other by watching each other’s back as the night markets in Thailand are often packed with people and infested with pickpockets.
    • Through bonding with each other and interacting with the dynamic and diverse locals, we get to learn more in-depth about the night markets in Thailand and appreciate the diversity in cultures.

Body paragraph 3 (Follow-up activity):

I would like to propose a debrief session at the end of the 5-day trip. Debriefing sessions are usually thought-provoking and reflective for participants. A sense of achievement and identity is usually evident from these activities. Thus, I feel that it would be meaningful if Guides can reflect on  what they have done for the past 5 days. We will provide some guiding questions such as “What is one activity that you enjoyed the most?” and “What is one thing that you think could be improved throughout the 5-day trip?” This is imperative as the Guides’ feedback will help immensely in ensuring better logistics and management planning for the future activities.

Conclusion:

In conclusion, I feel that this will be a fun-filled and meaningful trip for our CCA. I hope you can take my suggestions into serious consideration and I look forward to your approval.

Thank you for your time and attention.

Reported by:

[Signature]

Missie Loh [Full name]

President, Girl Guides [Designation, CCA]

 

 

 

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