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Lesson 6 - Performance and Review

Seasonal Storytelling Through Creative Movement

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Nursery

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Dance

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45 min

Big Question

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

Tunnel Systems

Positioned where all can hear clearly

Alternative: Bluetooth speaker, tablet with speakers

Performance Music Track

1 track

Cued up and tested before lesson

Alternative: How's The Weather by Super Simple Songs

Sticks

1 per child (30)

In container near circle area if available

Alternative: Wooden spoons, shakers, or clapping hands

Scoring Boards

Visible to all children during performance

Alternative: Whiteboard, large paper

Digital Cameras

For recording performances if desired

Alternative: Phone camera

Key Vocabulary

Performance

Showing our dance to others

Timing

Moving with the music beat

Feedback

Telling someone what they did well

Sequence

Movements that go one after another

Expression

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

Performs sequence with minimal prompting

Uses appropriate timing with music

Responds positively to feedback

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