.

Without lesson planning there will be no progress in the teaching and learning process as it

helps on measuring the extent to which learners have mastered the taught concept. Media,

experiments, lessons planning are some of the most important key drivers of classroom teaching

but it must be noted that lesson planning is the most important aspect in the leaning of a pupils.

To this end, the essence of this essay is to justify the importance of lesson planning as the key

driver of successful classroom teaching in teaching Heritage social studies in primary schools.

Key terms to be defined

Heritage - Social studies is the study of man and his society with his interplay between him, the

environment and effect of science and technology (Theodore 2012). On the other hand Adekunle

(2016) defines Heritage social studies as the study of how man influence and has in turn

influenced by his environment in terms of physical, social, political, religious, economic,

psychological, cultural, scientific and technological environment. Therefore, Heritage social

studies can be said to be a learning area focusing on the living conditions and interaction of

people in various aspects of their living taking into consideration the environment.

A lesson plan is a teacher's detailed description of the course of instruction or "learning

trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning.

Details will vary depending on the preference of the teacher, subject being covered, and the

needs of the students. Wikipedia (2021)

Planning is essential as it leads to successful classroom because it plays yet another crucial role

in record keeping of lessons plans. The facilitator evaluates lessons delivered and also tests

administrated and records this in the of daily detailed lesson plans and test record for supervision
purposes. These records enable the facilitator to provide remedial measures to help to achieve as

well as extension to the achievers. Zindi, et al (1997) concurs that oral examinations do not test

anything which cannot be tested more efficiently and cheaply by other methods. Questions must

be specific and unambiguous. Test items should be based on the three main domains of learning

that is cognitive, affective and psychomotor domains. Lesson planning provides a method for

awards and recognition as well as a basic for entry or an internship, program or college.

To add on it must be noted that, , teachers can identify the strengths and weaknesses of each

individual pupil in their classes prior to the instructions they give them through lesson plans ,

knowledge and skills they impart. With the use of lesson plans in their teaching of Heritage-

Social studies. The teachers can identify the pupils’ individual strength and weakness through

marking some screening tests or through some diagnostic assessment through their set objectives

in the lesson plans . Through these tests which the teachers mark and evaluate they will be able

to identify the level of help each individual pupil needs, thus they will know those pupils that

needs special assistance on various concepts . One can classify the learners who need more help

in learning a certain concept or those who need more content. It is important also in ranking the

learners as fast learners or slow learners such that the teacher knows which method to apply in

teaching different concepts to different learners. It is clear that lesson planning is one of the

most important step steps can categories, classify or rank the learners.

In the teaching and learning of Heritage -Social Studies lesson planning is essential to the

process of teaching and learning. A teacher who is prepared is well on his/her way to a
successful instructional experience. The development of interesting lessons takes a great deal of

time and effort. Halliday (1996) A lesson plan is the instructor’s road map of what learner need

to learn and how it will be done effectively during the class time. Before teaching Heritage-

Social Studies a teacher has to plan in need to identify the learning objectives for the class

meeting. Then, they can design appropriate learning activities and develop strategies to obtain

feedback on student learning. What is important with lesson planning is that it avoids repetition

of lessons. Lesson planning adds the ingredient of value judgement to assessment. Alston (2006)

Lesson planning often includes recommendations for constructive action for example

administration of extension or remedial work. Thus, lesson planning is a qualitative measure of

the prevailing situation. It calls for evidence of effectiveness, suitability, or goodness of the

programmed. Teachers are expected to do lesson planning in Heritage social studies so as have a

qualitative measure of the learning.

To add more lesson planning is a key player to a successful classroom because ,for instance

teaching planning determines learners existing competencies in the area of learning and this

compared with results. During teaching, teacher must do testing and for a teacher to be able to

test he/she must plan the lessons and testing is done to try and determine whether learners have

requisite knowledge, concepts of skills about what was taught to them and are able to link up

new knowledge with previous learning .Mpofu (2009) state that teacher act as navigators and

they are with the syllabus on the ground. After teaching, testing is meant to determine how much

learners have grasped the particular learning unit.

Lesson planning also enables the teacher to adjust teaching styles and strategies in Heritage

social studies. Gwarinda (1995), states that lesson planning is used to diagnose weaknesses, to

obtain evidence of pupils’ mastery or non-mastery, of important ideas covered and give you

feedback about the effectiveness of your teaching methods. By its nature planning allows a

teacher to act to adjust teaching strategies and techniques. For instance, the teacher may revise

the next term’s work after viewing learner’s performance at the end of the first term, rather than

simply forging ahead with pre- designated content of the course. The teacher is also able to find

out appropriate teaching methods and styles suitable for the nature of his/her learners. Patton

(2008) hypothesizes that it is through planning that facilitators and administrators get to know

the strengths, weaknesses and effectiveness of the curriculum and pedagogical philosophies. The

data that is collected in lesson planning can help teachers, schools, and districts make decisions

based on the instruction that has already been complete. Thus, evaluation helps in the successful

lesson teaching

However it is not lesson planning only which contributes to a successful Heritage -Social Studies

classroom but some of the things like media must be put into consideration as it helps the

teacher to deliver effective lessons , When the right media is selected in the right manner, Score

(2009) asserts that they can help widen the channels of communication between the teacher and

the learner which builds up a successful classroom . The media to be used should suit the content

that is to be taught, hence the idea of appropriateness is interwoven in the instructional process at
large. By considering appropriateness of media, the Heritage and Social Studies teacher is able

to weigh, synthesize, and evaluate so that the media selected matches the subject, topic, and

content on the planning record .

In conclusion the lesson planning is the best key driver for a successful Heritage social studies

lesson because it has different advantages in the learning of the subject as discussed in the above

writing ,however the writer also included some of the factors which needs to be considered

which enhance learning of Heritage and social studies

REFERENCES

Adekunle, B., D. (2016). “Social Studies teachers’ perception of concept of integration in

Social Studies Curriculum.” In International Journal of Educational Sciences,

Halliday.K.U (1996) Theory and Practice third edition. London: Holder and Stoughto

Mpofu, D. (2009).Measurement and evaluation in schools. Harare: University of Zimbabwe.

Score, M. (2009). Teaching Approaches. London: Methuen.

Theodore, K. (2012). “Interrelation between Social Studies and other curriculum areas.” In

Journal of Curriculum Studies, Vol 22, No1: 41-56.

Zindi,F. Peresuh,M. and Mpofu E. (1997). Psychology for the Classroom.Harare:College Press.

Wikepedia (2021) ). “Interrelation between Social Studies and other curriculum areas.” In

Journal of Curriculum Studies, Vol 22, No1: 41-56.