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Lesson 6 - Performance and Peer Evaluation

Storytelling Through Movement and Creative Dance

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Nursery

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Dance

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45 min

Big Question

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

Music Player

Position for clear sound throughout hall

Alternative: Tablet or laptop with external speaker

Performance Music Track

2-3 tracks

Old MacDonald warm-up, Supercalifragilistic main track

Alternative: CD or digital playlist

Sticks

15-20

Distribute around perimeter for easy access

Alternative: Wooden sticks, shakers, or clap hands

PE Equipment

Position to capture whole group performance area

Alternative: Phone camera or no recording

Sun Markers

1 set

Visible to all students for performance checklist

Alternative: Flipchart or verbal checklist

Key Vocabulary

Performance

Dancing for other people to watch and enjoy

In time

Moving with the beat of the music

Expression

Showing feelings through your face and body

Feedback

Kind words to help someone improve

Levels

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

Child performs most of sequence independently

Child can identify when movements match the music

Child offers positive comments about peer performances

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