PAGE 1: Overview OVERVIEW ======== The Children’s Government is the body of learners chosen to lead other learners. In this sub-strand you will explain who makes it up, what it does, how you can take part, and how to respect the learners who serve in it. ## Strand 5.0: Citizenship and Governance in Kenya Sub-strand 5.5: Children’s Government in school Suggested lessons: 4 ## Source • KICD Grade 4 Social Studies Curriculum Design (Revised 2024) — Strand 5.0 Citizenship and Governance in Kenya, Sub-strand 5.5 Children’s Government in school ## Learning outcomes By the end of the sub-strand, the learner should be able to: a) explain the composition of Children’s Government in school b) describe the functions of the Children’s Government in school c) participate in Children’s Government in school d) respect Children’s Government in school ## Key inquiry questions 1. Why is it important to have a Children's Government in school? 2. How can we support Children’s Government in school? PAGE 2: How we will learn ## Learning experiences • brainstorm the composition of Children’s Government in school • write the structure of the Children’s Government • share experiences in groups on functions of Children’s Government in school • role-play the functions of Children’s Government • write a composition on ways of participating in Children’s Government in school • simulate the Children’s Government in session in school • share on how to respect Children’s Government ## Core competencies • Citizenship: citizenship is developed as learners simulate the Children’s Government in session in school • Collaboration: Learners share experiences on functions of Children’s Government in school. ## Values • Integrity: Learners simulate the Children’s Government in session in school • Social Justice: Learners accord privileges without favour as they role-play the functions of Children’s Government ## Pertinent and contemporary issues • Governance: Learners describe the functions of Children’s Government in school ## Links to other learning areas • Learners apply writing skills as they write a composition on ways of supporting Children’s Government in school. PAGE 3: Lesson 1: Who makes up the Children’s Government LESSON 1: WHO MAKES UP THE CHILDREN’S GOVERNMENT ================================================ ## What you will learn • Explain the composition of the Children’s Government. • Draw its structure. Curriculum outcomes: a) explain the composition of Children’s Government in school ## Introduction Adults have governments that make decisions for a county or a country. In school, learners also have a small government of their own, chosen from among themselves and guided by teachers. ## Notes The Children’s Government is the organisation of learner leaders in a school. It lets learners practise leadership and carry their views to the teachers. Schools may use slightly different titles, but the composition usually has these parts. PAGE 4: Lesson 1: Who makes up the Children’s Government — Composition ### Composition - The president: the head of the Children’s Government, sometimes called the head boy or head girl where a school uses those titles for the same duty - The deputy president: assists the president and leads when the president is absent - The cabinet: a small group of ministers or secretaries, each with an area such as health and cleanliness, environment, sports, academics or discipline - The speaker: keeps order when the learner leaders meet, and makes sure members speak in turn - Members of the children’s assembly: representatives from the classes, who bring the views of their classmates Some schools also have prefects for classes and dormitories. Prefects can work with the Children’s Government. They are not a rival group. If your school uses only prefects, ask the teacher how those posts match the parts above. PAGE 5: Lesson 1: Who makes up the Children’s Government — Structure ### Structure Draw the structure as a tree. The president is at the top. The deputy sits beside or just under the president. The cabinet ministers are on the next line. The speaker is shown with the meeting of the assembly. Class representatives are at the base, because they stand closest to ordinary learners. The Children’s Government does not replace the head teacher. The head teacher remains responsible for the school. Learner leaders work under the guidance of teachers. A learner president cannot cancel school rules or punish others by beating them. [DIAGRAM] TYPE: svg ALT: A simple structure of the Children’s Government in school PAYLOAD: CAPTION: A simple structure of the Children’s Government in school [/DIAGRAM] PAGE 6: Lesson 1: Who makes up the Children’s Government — Example 1 ## Key words • Children’s Government — the organisation of learner leaders chosen to serve the school • cabinet — the group of learner ministers, each in charge of one area of school life • assembly — the meeting of class representatives who speak for their classes ## Worked examples ### Example 1 A class representative collects views about a broken tap and takes them to the ministers’ meeting. Which part of the Children’s Government is the representative? Working: 1. The learner speaks for a class. 2. That role sits in the assembly. Answer: A member of the children’s assembly. ## Worked examples ### Example 2 Who guides the Children’s Government, and who does it not replace? Working: 1. Teachers guide learner leaders. 2. The head teacher is still in charge of the school. Answer: Teachers guide it. It does not replace the head teacher. PAGE 7: Lesson 1: Who makes up the Children’s Government — Answers to practice ## Activity: Write the structure You will need: Manila paper, Pencils 1. Brainstorm the leaders who serve in your school’s Children’s Government or prefect body. 2. Match them to president, deputy, cabinet, speaker and class representatives. 3. Draw the structure and label each part. 4. Display the drawing and let another group check whether any part is missing. ## Practice 1. Name the main parts of the Children’s Government. 2. What does a class representative do in the structure? 3. Can the learner president cancel the school rules? ## Answers to practice 1. President, deputy president, cabinet ministers, speaker and class representatives in the children’s assembly. 2. Brings the views of their class to the Children’s Government. 3. No. The Children’s Government works under teachers and does not replace the head teacher. ## Summary • The Children’s Government is made up of a president, a deputy, a cabinet, a speaker and class representatives. • Titles may differ slightly from school to school. • Learner leaders work under the head teacher and the teachers. PAGE 8: Lesson 2: What the Children’s Government does — Notes 2 LESSON 2: WHAT THE CHILDREN’S GOVERNMENT DOES ============================================= ## What you will learn • Describe the functions of the Children’s Government. • Match each function to a school example. Curriculum outcomes: b) describe the functions of the Children’s Government in school ## Introduction A title without work is only a badge. The Children’s Government earns respect by doing duties that make school life fairer and more orderly. ## Notes A function is a job an organisation is meant to do. The functions of the Children’s Government include: - Representation: telling teachers the views and problems of learners, such as a water shortage or a bullying spot on the field - Linking: carrying messages between the school administration and the learners - Discipline: reminding learners of school rules and modelling good behaviour. Discipline here is guidance, not beating or humiliation - Welfare: noticing learners who are unwell, hungry or left out, and telling a teacher - Activities: helping to organise clean-ups, games, clubs and assemblies - Environment: leading care of the compound, trees and litter - Peace: helping classmates solve small quarrels and reporting serious ones to a teacher - Example: coming to school on time, in uniform, and doing classwork, so that other learners can copy them PAGE 9: Lesson 2: What the Children’s Government does — Notes 3 Each minister’s area should match a function. The environment minister does not ignore a sick classmate and say it is 'not my ministry'. They tell the right minister or the teacher. Functions overlap when a learner is in danger. Social justice means the leaders give help and duties fairly. A leader who only listens to friends is failing the function of representation. Privileges, such as going first in a line, are not personal rewards. If a privilege exists, it should serve the duty, and it should not become pride. In groups, share experiences of what your own leaders have done. Stick to actions you saw. Do not invent scandals about named learners. ## Key words • function — the job an organisation or a person is meant to do • representation — speaking for other people and carrying their views • welfare — the health, safety and wellbeing of people ## Worked examples ### Example 1 Learner leaders report that younger pupils are being pushed at the tap. Which functions are they performing? Working: 1. They are speaking about a problem learners face. 2. They are trying to restore order and safety. Answer: Representation and promoting discipline and peace. PAGE 10: Lesson 2: What the Children’s Government does — Functions we have seen ## Worked examples ### Example 2 The sports captain picks only close friends for every team. Which duty is being failed? Working: 1. Other learners are excluded. 2. Fairness is part of the leaders’ work. Answer: Fair representation and social justice. Teams should be chosen fairly. ## Activity: Functions we have seen You will need: Exercise book 1. In groups, share experiences of functions the Children’s Government or prefects have performed in your school. 2. List at least five functions. 3. Role-play one function, such as reporting a compound problem to a teacher politely. 4. After the role-play, say whether the leaders treated everyone fairly. ## Practice 1. State four functions of the Children’s Government. 2. Why must discipline by learner leaders not include beating? 3. What is representation? PAGE 11: Lesson 2: What the Children’s Government does — Answers to practice ## Answers to practice 1. Any four: representation, linking learners and teachers, reminding others of rules, welfare, organising activities, caring for the environment, and promoting peace. 2. Beating harms children. Learner leaders guide and report. Punishment that hurts is for lawful adults, and even then it must follow school policy and the law. 3. Speaking for other learners and taking their views to the teachers. ## Summary • The Children’s Government represents learners, supports order, welfare, activities and peace. • Leaders work fairly, not only for their friends. • They guide and report. They do not beat other learners. LESSON 3: TAKING PART IN THE CHILDREN’S GOVERNMENT ================================================== ## What you will learn • Describe ways of participating in the Children’s Government. • Write a short composition on how to support it. Curriculum outcomes: c) participate in Children’s Government in school ## Introduction You do not have to wear a leader’s badge to take part. Voting, giving a honest view, and doing the duty you are asked to do are all participation. ## Notes To participate is to take part. The Children’s Government is weak if only the badge-holders act and everyone else watches. PAGE 12: Lesson 3: Taking part in the Children’s Government — Ways to participate ### Ways to participate - Vote when leaders are chosen, and refuse to sell your vote - Stand for a post if you are willing to serve and you can model good behaviour - Tell your class representative real problems, kindly and without rumours - Attend meetings you are invited to, and listen - Carry out a task the leaders organise, such as a clean-up, if a teacher has agreed - Suggest ideas for activities that include everyone - Accept a duty on the roster - Congratulate leaders when they do well, and question them politely when they forget fairness - Join a club that works with a minister, such as the environment club PAGE 13: Lesson 3: Taking part in the Children’s Government — Notes 3 A composition is a piece of writing that develops one idea. A composition on participation can use this shape: what the Children’s Government is, three ways you will take part this term, and why your part matters even if you are not the president. Participation has limits. Do not carry out an order that is cruel, dishonest or against school rules. A leader who tells you to exclude a classmate should be reported to a teacher. Supporting the government means supporting its proper functions, not supporting every personal wish of a leader. If you stand for office, say what you will do in one area. Vague promises such as 'I will change everything' are weaker than 'I will report litter points every Friday'. ## Key words • participate — to take part in an activity • composition — a piece of writing that develops one main idea • support — to help something succeed in the right way PAGE 14: Lesson 3: Taking part in the Children’s Government — Example 2 ## Worked examples ### Example 1 A learner who is not a prefect reports a broken swing to the class representative. Is this participation? Working: 1. The learner used the proper channel. 2. The information helps welfare and safety. Answer: Yes. Giving true information to the representative is participation. ## Worked examples ### Example 2 The president tells the class to refuse to play with one learner. Should the class obey? Working: 1. The order is cruel and unfair. 2. Leaders may not cancel other children’s rights. Answer: No. The class should not obey, and a teacher should be told. ## Activity: Composition on participation You will need: Exercise book 1. List ways learners in your class can participate in the Children’s Government. 2. Write a short composition with a beginning, three ways you will take part, and an ending. 3. Read it to a partner. 4. Add one sentence about an order you would not obey, and why. ## Practice 1. Give three ways to participate if you do not hold a post. 2. What should you do if a learner leader orders something cruel? 3. Why is a specific promise better than 'I will change everything'? PAGE 15: Lesson 3: Taking part in the Children’s Government — Answers to practice ## Answers to practice 1. Vote, report real problems to your representative, join agreed activities, and give ideas. 2. Do not obey it. Tell a teacher. 3. A specific promise, such as reporting litter every Friday, can be checked and done. ## Summary • Voting, reporting problems and doing agreed duties are participation. • You can take part without being president. • Do not obey a leader who orders cruelty or dishonesty. LESSON 4: RESPECTING THE CHILDREN’S GOVERNMENT ============================================== ## What you will learn • Explain how to respect learner leaders. • Simulate a Children’s Government meeting. Curriculum outcomes: d) respect Children’s Government in school; c) participate in Children’s Government in school ## Introduction Respect is not fear. You can obey a fair instruction and still ask a polite question. Fear would mean keeping silent even when a leader is unfair. PAGE 16: Lesson 4: Respecting the Children’s Government — Notes 1 ## Notes To respect the Children’s Government is to treat its proper work as serious. Respect looks like this: - Listen when a leader is giving a message from a teacher - Follow instructions that agree with school rules - Do not insult leaders because they are your age - Do not gossip about them - Thank them when a duty is done well - Disagree politely: 'I think the roster skipped our group' is respect. Shouting is not - Give them true information - Allow them to learn. A new president will make mistakes. Correction should be fair, not a campaign to humiliate them Respect does not mean worship. Leaders are accountable. In a meeting they should report what they have done. Members may ask questions. Integrity means the report matches the facts. PAGE 17: Lesson 4: Respecting the Children’s Government — A meeting in session ### A meeting in session A simple session can follow these steps: 1. The speaker calls the meeting to order. 2. The secretary reads what was agreed last time. 3. Ministers report on their areas. 4. Class representatives present one issue each. 5. The group decides what to take to the teacher. 6. The speaker closes the meeting. Nobody should be laughed at for a nervous voice. Social justice in the meeting means each class gets a turn, not only the friends of the president. Simulate means you act the meeting as a practice. Use made-up issues, such as a pretend water shortage, unless the teacher asks you to discuss a real one calmly. After the simulation, name one behaviour that showed respect and one that you would improve. PAGE 18: Lesson 4: Respecting the Children’s Government — Example 1 ## Key words • respect — treating a person and their proper duty as worthy of attention • simulate — to act out a real activity as a practice • accountable — required to explain what you did with a responsibility ## Worked examples ### Example 1 A learner shouts 'You are not my parent' when a prefect asks the class to line up, as the teacher instructed. Is this respect? Working: 1. The instruction came from a teacher and matches order. 2. The shout dismisses a proper duty. Answer: No. Respect includes following fair instructions that agree with school rules. PAGE 19: Lesson 4: Respecting the Children’s Government — Simulate a session ## Worked examples ### Example 2 During a meeting, only the president’s friends are allowed to speak. What should the speaker do? Working: 1. The speaker’s job is fair turns. 2. Other classes have a right to be heard. Answer: The speaker should give each representative a turn. ## Activity: Simulate a session You will need: Chairs arranged in a meeting, A notebook for the secretary 1. Choose a speaker, a secretary, ministers and class representatives for a practice session. 2. Simulate the Children’s Government in session using the meeting steps. 3. Discuss only fair, non-personal issues. 4. Afterwards, share how members showed respect and how the leaders stayed accountable. 5. Write two rules of respect to display beside the structure chart. PAGE 20: Lesson 4: Respecting the Children’s Government — Answers to practice ## Practice 1. Give three ways of respecting the Children’s Government. 2. What is the speaker’s job in a meeting? 3. Why should leaders report what they have done? ## Answers to practice 1. Any three: listen to official messages, follow fair instructions, avoid insults and gossip, thank good work, and disagree politely. 2. To keep order and make sure members speak in turn. 3. So that they are accountable and the class can trust them. ## Summary • Respect means listening, following fair instructions and disagreeing politely. • Leaders remain accountable in meetings. • A simulation is a safe way to practise a session. PAGE 21: Revision quiz REVISION QUIZ ============= Answer all the questions, then mark yourself on the Answers tab. 1. The Children’s Government is: A. The organisation of learner leaders in a school B. The county assembly C. A factory D. A type of exam 2. Which group is part of the usual composition? A. President, deputy, cabinet and class representatives B. Only the national president C. Only the school cook D. Tourists and traders 3. Class representatives mainly: A. Bring the views of their classes B. Replace the head teacher C. Cancel school rules D. Beat learners who are late 4. A function of the Children’s Government is to: A. Represent learners’ concerns to teachers B. Run the county budget C. Employ teachers D. Close the school 5. Learner leaders should keep discipline by: A. Beating classmates B. Reminding learners of rules and reporting serious problems C. Excluding their enemies D. Ignoring bullying 6. A learner who does not hold a post can still participate by: A. Voting and reporting real problems to a representative B. Buying votes C. Refusing every duty D. Insulting the president 7. If a leader orders the class to bully someone, learners should: A. Obey quickly B. Refuse and tell a teacher C. Hide the victim D. Laugh 8. Respect for the Children’s Government includes: A. Following fair instructions and disagreeing politely B. Fearing leaders so much that you never speak C. Gossiping about them D. Obeying even cruel orders 9. The speaker in a meeting should: A. Let only friends talk B. Give members fair turns C. Cancel the teacher’s authority D. Hide the minutes 10. Why do learner leaders report their work? PAGE 22: Quiz answers ANSWERS ======= 1. A. The organisation of learner leaders in a school It is made up of learners who lead other learners under the teachers. 2. A. President, deputy, cabinet and class representatives These are the main parts of the learner government. 3. A. Bring the views of their classes Representation of classmates is their place in the structure. 4. A. Represent learners’ concerns to teachers Linking learners and the administration is a core function. 5. B. Reminding learners of rules and reporting serious problems Guidance and reporting are lawful. Beating and exclusion are not their tools. 6. A. Voting and reporting real problems to a representative Participation is wider than wearing a badge. 7. B. Refuse and tell a teacher Support does not include obeying cruel or unlawful orders. 8. A. Following fair instructions and disagreeing politely Respect is serious attention and polite challenge, not fear. 9. B. Give members fair turns Fair turns are the speaker’s duty. 10. So they remain accountable to the learners and the teachers. Accountability is part of integrity in the Children’s Government.