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Lesson 6 - Circus Performance and Peer Feedback

Creative Circus Storytelling Through Movement and Dance

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Nursery

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Dance

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45 min

Big Question

How can we become amazing circus performers and help our friends get better too?

Learning Objectives

To understand what makes a good performance
To give useful feedback to our partner
To improve our own performance based on feedback received

Key Outcomes

Children will perform their circus sequence with confidence
Children will identify good performance qualities
Children will give simple, positive feedback to peers

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout space

Alternative: Bluetooth speaker, iPad with speaker

Performance Music Track

1 playlist

Cued up and ready to play, volume tested

Alternative: Any upbeat, child-friendly circus music

Digital Cameras

Fully charged, memory cleared, positioned for good view

Alternative: Phone camera, school camera

Sun Markers

1 set

Ready for creating performance checklist

Alternative: Flipchart paper, smart board

Cards

1 set

Large enough for all children to see clearly

Alternative: Hand-drawn cards, printed sheets

Key Vocabulary

Performance

Showing your dance to an audience with confidence and skill

In time

Moving with the beat of the music

Levels

High, middle and low positions our body can make

Feedback

Helpful comments about what someone did well and what they could improve

Expression

Showing feelings and character through your face and movements

Sequence

A series of movements performed one after another

Skill Progression Pathway

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

Prior Learning

Basic circus movements learned in previous lessons
Simple sequence creation and memorisation
Following teacher demonstrations
Basic body control and balance

Current Skills

Performance confidence and expression
Peer observation and evaluation skills
Responding positively to feedback
Understanding performance quality indicators

Next Steps

Creating more complex movement sequences
Leading warm-ups and demonstrations
Giving detailed constructive feedback
Choreographing group performances

Milestone Indicators

Performs with head up and confident posture

Maintains timing with music throughout sequence

Gives clear, positive feedback to peers

Shows improvement based on feedback received

Key Teaching Points

Create a positive, supportive atmosphere for performance and feedback
Use specific, observable criteria for performance quality
Model the 2 stars and a wish feedback format clearly
Connect rhythm work directly to performance improvement
Celebrate individual progress within group achievements
Maintain circus theme throughout to sustain engagement
Ensure equal opportunities for performance and feedback

Common Misconceptions

Thinking louder or bigger always means better in performance - emphasise control and expression
Believing feedback should only point out mistakes - teach positive recognition first
Assuming everyone should look exactly the same - celebrate individual interpretation within criteria
Thinking rhythm means moving fast - teach steady beat and timing
Believing performance is only about the movements - include expression and confidence

SEN Adaptations

ADHD

Clear boundaries for performance areas, short focused activities, regular positive reinforcement

dyspraxia

Break down sequences into smaller steps, allow extra practice time, provide supportive peer partnerships

autism spectrum

Provide visual schedule of lesson activities, offer quiet space if needed, use consistent feedback format

visual impairment

Use verbal descriptions of checklist criteria, provide physical guidance for positioning, ensure audio cues are clear

hearing impairment

Use visual demonstrations and gestures, provide written checklist cards, use vibration for rhythm

physical disability

Adapt movements to abilities, modify performance area if needed, focus on achievable elements

Cross-Curricular Links

English

Speaking and listening skills, vocabulary development, following and giving instructions

Music

Rhythm and beat, responding to music, coordinating movement with sound

PSHE

Building confidence, giving and receiving feedback, celebrating achievements, empathy and kindness

Teacher Guidance

Positioning

Central position during circle work, side positioning for performance observation, moving between pairs during feedback

Observation Focus

Performance confidence, feedback quality, application of criteria, peer interaction

Intervention Points

Support struggling performers, guide feedback conversations, celebrate specific improvements

Demonstration Notes

Model confident performance posture, demonstrate feedback language, show improvement application

Verbal Cues

•'Head up like a proud circus star!'
•'Listen for the music's heartbeat!'
•'What specifically did you see that was brilliant?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space for group performance and individual spaces for paired work

Surface Check

Non-slip surface, clear of obstacles and hazards

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from performance area
•Filming equipment secure and not obstructing movement
•Whiteboard markers capped and stored safely

Risk Management

Key Risks

•Collisions during group performance
•Overexcitement leading to loss of control
•Emotional responses to feedback

Risk Mitigation

•Clear personal space boundaries established
•Performance checklist includes 'safe and controlled'
•Positive feedback framework taught and modelled
•Gradual energy reduction in cool-down

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performance areas
•Monitor peer feedback interactions
•Watch for signs of tiredness or frustration

Emergency Procedures

Stop activity immediately, assess injury/situation, provide appropriate first aid or support