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Lesson 6 - Performance and Evaluation Skills

Bringing Toys to Life Through Creative Movement

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Nursery

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Dance

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30 min

Big Question

How can we become better performers by watching, listening, and learning from each other?

Learning Objectives

To understand what makes a good performance
To give helpful feedback to a partner using simple dance vocabulary
To improve own performance based on feedback received

Key Outcomes

Students will perform their Toy's themed dance with improved timing and control
Students will give simple feedback using performance criteria
Students will demonstrate improvement based on peer suggestions

Equipment & Resources Required

Tunnel Systems

Test volume and sound quality before lesson

Alternative: Portable speaker, tablet with speakers

Performance Music Track

Have track ready to play immediately

Alternative: 'Once Around the Toybox' or similar rhythmic children's song

Warm-Up Music Track

Queue up after performance track

Alternative: 'Toy box Song' Sticky Kids or similar energetic track

Digital Cameras

Fully charged with adequate storage space

Alternative: Mobile phone with video capability

Sun Markers

1 set

Clean board ready for performance checklist

Alternative: Flip chart paper and pens

Rhythm Instruments

15-20 (optional)

Clean and accessible if using instruments

Alternative: Clapping sticks, tambourines, or just hands

Key Vocabulary

Performance

Dancing for others to watch and enjoy

Timing

Moving your body in time with the music beat

Levels

Moving high up, middle, or low down

Feedback

Telling someone what they did well and how to improve

Controlled

Moving carefully and safely, not too fast or wobbly

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Can remember and perform basic movement patterns
Can move safely in a shared space
Can follow teacher-led movements

Current Skills

Performance skills with timing and expression
Peer evaluation using simple criteria
Self-improvement based on feedback

Next Steps

Creating own movement sequences
Leading others in dance activities
Using more complex dance vocabulary

Milestone Indicators

Maintains timing throughout most of the sequence

Gives constructive feedback to peers

Shows visible improvement between performances

Key Teaching Points

Performance is about showing others what you can do with confidence
Good feedback helps everyone improve and learn
Timing means moving your body with the music beat
Everyone can be a good performer in their own way
Watching others dance helps us learn new ideas
Practice and feedback make us better dancers
Celebrating effort is as important as celebrating success

Common Misconceptions

Performance must be perfect - emphasise effort and improvement over perfection
Only some children are good dancers - celebrate all individual achievements
Feedback means finding faults - model positive, constructive feedback language
Fast movement is better - emphasise control and timing over speed
Dancing is only about movement - include expression and communication

SEN Adaptations

ADHD

Short activity segments, movement breaks, clear expectations for each role

dyspraxia

Simplified movement patterns, extra practice time, visual cues for sequence

autism spectrum

Clear routine structure, visual schedule on board, quiet space available for overwhelm

visual impairment

Use verbal cues for timing, buddy system for partner work, tactile rhythm instruments

hearing impairment

Visual demonstration of rhythm patterns, vibration through floor for beat, clear visual feedback cues

physical disability

Adapted movements for seated performance, modified stretches, peer support for partner work

Cross-Curricular Links

English

Speaking and listening through feedback conversations, vocabulary development with dance terms

PSHE

Giving and receiving feedback kindly, building confidence, celebrating achievement

Teacher Guidance

Positioning

Mobile positioning to support filming, observe performances, and facilitate partner work

Observation Focus

Timing with music, application of feedback, quality of peer interactions, emotional engagement

Intervention Points

Support struggling partnerships, redirect unkind feedback, assist with technical difficulties

Demonstration Notes

Use exaggerated movements for clarity, model positive feedback language, show enthusiasm for children's efforts

Verbal Cues

•'Listen to the beat first!'
•'Show me your levels!'
•'Kind words help us learn!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear space for group performance and partner work

Surface Check

Non-slip surface essential, clear of toys and obstacles

Equipment Safety

Safety Checks

•Secure music system positioning
•Camera/tablet safely positioned
•Rhythm instruments checked for sharp edges if used

Risk Management

Key Risks

•Collisions during enthusiastic performance
•Slips during quick movements
•Emotional upset during feedback

Risk Mitigation

•Clear boundaries for performance space
•Modelling of gentle, controlled movements
•Positive feedback environment established
•Adult supervision during partner work

Supervision & Emergency Procedures

Supervision Points

•Position to observe all children during performance
•Circulate during partner feedback sessions
•Monitor emotional responses to feedback

Emergency Procedures

Stop activity immediately, assess injury/upset, provide comfort and appropriate response