Lesson 6 - Performance and Peer Evaluation
Storytelling Through Movement and Creative Dance
•Nursery
•Dance
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How can we perform our best and help our friends perform their best too?
Learning Objectives
- To understand what makes a good performance
- To give kind and helpful feedback to our partner
- To improve our own performance based on feedback received
Key Outcomes
- Students will perform their nursery rhyme dance with confidence
- Students will identify good performance qualities in themselves and others
- Students will give simple, constructive feedback using dance vocabulary
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Tablet or laptop with external speaker
Old MacDonald warm-up, Supercalifragilistic main track
Alternative: CD or digital playlist
Distribute around perimeter for easy access
Alternative: Wooden sticks, shakers, or clap hands
Position to capture whole group performance area
Alternative: Phone camera or no recording
Visible to all students for performance checklist
Alternative: Flipchart or verbal checklist
Key Vocabulary
Dancing for other people to watch and enjoy
Moving with the beat of the music
Showing feelings through your face and body
Kind words to help someone improve
Dancing high up, in the middle, or down low
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have learned basic movement patterns
- Students can follow simple sequences
- Students have practiced their nursery rhyme dance routine
Current Skills
- Performing with timing and expression
- Observing and evaluating dance performance
- Giving and receiving constructive feedback
Next Steps
- Creating own simple movement sequences
- Performing to different audiences
- Leading movement activities for peers
Milestone Indicators
Key Teaching Points
- Focus on effort and improvement rather than perfect technique
- Model positive feedback language and encourage kind words
- Celebrate individual achievements within group performances
- Use the performance checklist consistently throughout the lesson
- Maintain high energy and enthusiasm to engage all children
- Provide opportunities for children to make choices about their performance
- Connect movement to music through clear rhythm work
Common Misconceptions
- That performance must be perfect - emphasise effort and enjoyment
- That feedback means finding faults - teach constructive, kind feedback
- That dancing is only for certain children - ensure all feel included
- That timing doesn't matter - show importance of moving with music
- That quiet children can't perform - provide supportive opportunities for all
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, clear boundaries and expectations
dyspraxia
- Simplify movement patterns, provide extra practice time, break down sequences into smaller parts
autism spectrum
- Provide visual schedule, offer quiet space for breaks, use clear routine structure
visual impairment
- Use verbal descriptions of movements, provide tactile guidance, ensure clear audio cues
hearing impairment
- Use visual demonstrations, vibration cues for rhythm, sign support where available
physical disability
- Adapt movements for seated performance, use upper body only, provide supportive equipment
Cross-Curricular Links
English
Vocabulary development through dance terms, speaking and listening during feedback, following instructions
Maths
Counting beats, sequencing movements, understanding patterns in music and movement
Music
Rhythm and timing, beat recognition, responding to musical tempo and mood
PSHE
Building confidence, giving and receiving feedback kindly, celebrating achievements, turn-taking
Teacher Guidance
Positioning
Move around space to see all children, position near performance area during evaluations
Observation Focus
Watch for timing, expression, safe movement, and quality of peer interactions
Intervention Points
Step in if feedback becomes unkind, if children become too self-critical, or if safety concerns arise
Demonstration Notes
Model enthusiastic participation, show examples of good feedback, demonstrate performance qualities clearly
Verbal Cues
- •'Beautiful timing!'
- •'I can see you listening to the music'
- •'Kind words for our friends'
- •'Big, proud movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 children moving
Surface Check
Clean, dry, non-slip surface free from obstacles
Equipment Safety
Safety Checks
- •Check instruments have no sharp edges or loose parts
- •Ensure music volume is appropriate for young ears
- •Camera equipment secure and out of movement area
Risk Management
Key Risks
- •Collisions during group movement
- •Over-excitement leading to unsafe behaviour
- •Slips during walking cool-down
Risk Mitigation
- •Clear boundaries for performance area
- •Controlled group sizes for performances
- •Adult supervision of instrument use
- •Gentle stretching guidance to prevent strain
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during performances
- •Monitor feedback conversations for appropriateness
- •Watch for children becoming over-tired or emotional
Emergency Procedures
Stop activity immediately, assess situation, provide comfort and first aid as needed