Lesson 6 - Performance and Evaluation Skills
Bringing Toys to Life Through Creative Movement
•Nursery
•Dance
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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
Test volume and sound quality before lesson
Alternative: Portable speaker, tablet with speakers
Have track ready to play immediately
Alternative: 'Once Around the Toybox' or similar rhythmic children's song
Queue up after performance track
Alternative: 'Toy box Song' Sticky Kids or similar energetic track
Fully charged with adequate storage space
Alternative: Mobile phone with video capability
Clean board ready for performance checklist
Alternative: Flip chart paper and pens
Clean and accessible if using instruments
Alternative: Clapping sticks, tambourines, or just hands
Key Vocabulary
Dancing for others to watch and enjoy
Moving your body in time with the music beat
Moving high up, middle, or low down
Telling someone what they did well and how to improve
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
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