Lesson 6 - Performance and Review
Seasonal Storytelling Through Creative Movement
•Nursery
•Dance
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How can we show what we've learned about the seasons through our dance?
Learning Objectives
- To understand what makes a good performance
- To give useful feedback to our partner
- To improve our own performance based on feedback
Key Outcomes
- Students will perform their Seasons dance sequence with confidence
- Students will identify strengths and areas for improvement in performances
- Students will demonstrate improved timing and expression in their final performance
Equipment & Resources Required
Positioned where all can hear clearly
Alternative: Bluetooth speaker, tablet with speakers
Cued up and tested before lesson
Alternative: How's The Weather by Super Simple Songs
In container near circle area if available
Alternative: Wooden spoons, shakers, or clapping hands
Visible to all children during performance
Alternative: Whiteboard, large paper
For recording performances if desired
Alternative: Phone camera
Key Vocabulary
Showing our dance to others
Moving with the music beat
Telling someone what they did well
Movements that go one after another
Showing feelings through our movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement patterns (walking, jumping, balancing)
- Simple seasonal movements and gestures
- Following teacher-led activities
Current Skills
- Performing a learned sequence from memory
- Moving in time to music
- Giving and receiving feedback
Next Steps
- Creating own movement sequences
- Working independently with partners
- Evaluating and improving performances
Milestone Indicators
Key Teaching Points
- Maintain positive, celebratory atmosphere throughout
- Use specific performance criteria to guide feedback
- Connect all activities to seasonal themes and timing
- Balance individual achievement with group celebration
- Model respectful audience behaviour consistently
- Encourage improvement rather than perfection
- Celebrate the learning journey, not just final outcomes
Common Misconceptions
- Children may think performance means being perfect - emphasise effort and improvement
- Some may believe feedback means finding faults - teach positive feedback language
- Children might think they can't dance - celebrate individual expression and effort
- May assume timing means everyone doing exactly the same thing - allow for individual interpretation within structure
SEN Adaptations
ADHD
- Regular movement breaks, clear time boundaries, positive reinforcement for focus
dyspraxia
- Simplified movement patterns, extra practice time, visual and verbal cues combined
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet reflection space available
visual impairment
- Clear verbal descriptions of all movements, tactile cues for timing, buddy system for spatial awareness
hearing impairment
- Visual cues for music timing, vibration boards if available, clear demonstration of all movements
physical disability
- Adapted movements for different abilities, seated performance options, modified feedback methods
Cross-Curricular Links
English
Vocabulary development through dance terminology, listening and speaking skills
Maths
Counting beats, patterns in movement, spatial awareness
Science
Understanding how bodies move, heart rate changes, coordination
PSHE
Building confidence, giving and receiving feedback, celebrating achievements
Teacher Guidance
Positioning
Central location where all children can see demonstrations, move to support individuals during performance
Observation Focus
Watch for confidence levels, technical improvement, quality of peer interactions
Intervention Points
Step in if feedback becomes negative, support nervous performers, guide reflection discussions
Demonstration Notes
Model all performance criteria clearly, show enthusiastic audience behaviour, demonstrate positive feedback language
Verbal Cues
- •'Show me your performance face!'
- •'Remember our checklist!'
- •'Celebrate each other's success!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear area for performance, additional space for audience
Surface Check
Non-slip surface, clear of obstacles and hazards
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Rhythm instruments checked for damage
- •Video equipment secured if in use
Risk Management
Key Risks
- •Collisions between performers
- •Tripping over audience members
- •Over-excitement leading to unsafe movement
Risk Mitigation
- •Clear boundaries between performance and audience areas
- •Controlled entry and exit from performance space
- •Calm, structured feedback sessions
- •Teacher supervision of all performance activities
Supervision & Emergency Procedures
Supervision Points
- •Position to see both performers and audience
- •Monitor energy levels and emotional responses
- •Intervene if movements become unsafe
Emergency Procedures
Stop activity immediately if injury occurs, first aid available, clear exit routes maintained