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Lesson 6 - Performance and Peer Review

Storytelling Through Movement and Creative Expression

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Reception

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Dance

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45 min

Big Question

How can we help each other become better performers and dance with confidence?

Learning Objectives

To understand what makes a good dance performance
To give constructive feedback to help peers improve
To improve personal performance based on feedback received

Key Outcomes

Students will perform their Nursery Rhyme dance with increased confidence and technical skill
Students will provide meaningful feedback using dance vocabulary
Students will demonstrate improvement in their performance based on peer suggestions

Equipment & Resources Required

Tunnel Systems

Test volume levels before lesson, have backup music source ready

Alternative: Bluetooth speaker, tablet with speaker

Performance Music Track

1 track

'Supercalifragilistic' from Mini Disco Mix or equivalent upbeat nursery rhyme

Alternative: Any familiar nursery rhyme with clear beat

Digital Cameras

Ensure sufficient battery and storage space for recording

Alternative: Smartphone, school camera

Whiteboards

Pre-write performance checklist or have ready to create with students

Alternative: Large paper, interactive whiteboard

Sticks

1 per student

Arrange in accessible location, mix of shakers, tambourines, claves

Alternative: Clapping hands, tapping knees

Key Vocabulary

Performance

Dancing for an audience with confidence and skill

Timing

Moving in time with the music beat

Feedback

Helpful comments to help someone improve

Levels

High, medium and low positions in dance

Expression

Using face and body to show feelings in dance

Skill Progression Pathway

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

Prior Learning

Students have learned basic dance movements and sequences
Students have practiced their Nursery Rhyme themed performance
Students understand simple dance vocabulary

Current Skills

Performing with timing and expression
Giving and receiving constructive feedback
Self-evaluation and improvement

Next Steps

Creating original dance sequences
Leading warm-up activities
Performing with greater complexity and expression

Milestone Indicators

Performs complete sequence without stopping

Uses appropriate dance vocabulary in feedback

Shows visible improvement after receiving feedback

Key Teaching Points

Model positive feedback language using specific dance vocabulary throughout
Create safe emotional environment where all students feel confident to perform
Connect timing skills to music beat through clear counting and demonstration
Celebrate improvement and effort over perfection in all performances
Use performance checklist consistently to support student self-evaluation
Balance individual recognition with group celebration and achievement
Ensure equal time and attention for all students during feedback sessions

Common Misconceptions

Thinking feedback must focus on what went wrong - emphasise positive observations and helpful suggestions
Believing performance must be perfect - celebrate effort, improvement and personal best achievements
Assuming timing means moving fast - clarify that timing means moving with the music beat
Thinking good performers never make mistakes - model that confidence comes from trying your best
Believing dance is only about complex movements - emphasise expression, timing and enjoyment over difficulty

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries for performance space, structured feedback with visual prompts, celebration of effort over perfection

dyspraxia

Simplified movement sequences, additional practice time, focus on effort rather than precision, support with spatial awareness

autism spectrum

Clear structure and routine, visual schedule of lesson activities, quiet space available if overwhelmed, predictable feedback format

visual impairment

Clear verbal descriptions of movements, use of audio cues for timing, partner support for spatial awareness and positioning

hearing impairment

Visual demonstrations of all movements, visual timing cues such as hand signals, written feedback options alongside verbal feedback

physical disability

Adapted movements for seated or limited mobility, upper body focus for arm and head movements, alternative participation as audience member with meaningful role

Cross-Curricular Links

English

Vocabulary development through dance terminology, speaking and listening skills in feedback conversations, following and giving instructions

Maths

Counting beats and rhythms, sequencing movements in order, timing patterns and repetition

Music

Moving to rhythm and beat, understanding tempo and timing, expressing music through movement and dance

PSHE

Building confidence and self-esteem, giving and receiving feedback constructively, celebrating achievements and supporting peers

Teacher Guidance

Positioning

Central location during group activities for maximum visibility, circulating during partner work to support interactions

Observation Focus

Performance timing and expression, quality of peer feedback, student confidence and engagement levels

Intervention Points

Step in if feedback becomes negative or unhelpful, support shy performers with encouragement, assist with spacing issues

Demonstration Notes

Model enthusiastic performance and positive feedback language, demonstrate timing clearly with exaggerated movements, show difference between practice and performance energy

Verbal Cues

•'Keep watching your partner's timing!'
•'Use our dance words when giving feedback!'
•'Remember to keep your head up and smile!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium space, minimum 10m x 8m clear area for group performance

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Audio system volume checked to protect hearing
•Percussion instruments inspected for damage or sharp edges
•Video equipment positioned safely away from movement area

Risk Management

Key Risks

•Collisions during group performance
•Overexcitement leading to unsafe movement
•Trips or falls during cool down walking

Risk Mitigation

•Clear spacing guidelines established before performances
•Teacher monitoring and voice cues during activities
•Gradual cool down to prevent sudden stops

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all performers during group work
•Circulate during partner feedback sessions
•Monitor stretching technique during cool down

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or seek help as needed