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Lesson 6 - Performance and Review

Creative Animal Expression Through Movement and Partnership

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Year 1

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Dance

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59 min

Big Question

How can we perform our animal dance sequence with confidence and help our friends improve?

Learning Objectives

To understand what makes a good dance performance
To give useful feedback using dance vocabulary
To improve performance based on feedback received

Key Outcomes

Students will perform their animal dance sequence with confidence
Students will evaluate performances using simple dance vocabulary
Students will demonstrate improvement based on peer feedback

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker, tablet with speakers

Performance Music Track

1 track

Queue up track and test volume level

Alternative: 'I'm the King of the Swingers' from Jungle Book or similar

Warm-Up Music

1 track

Have ready as separate track

Alternative: 'Animal Action' by Tumble Tots or similar animal-themed song

Rhythm Instruments

15 pairs (optional)

Distribute around hall perimeter if using

Alternative: Clap sticks, shakers, or hand clapping

Digital Cameras

1 (optional)

Position for clear view of performance area

Alternative: Smartphone, school camera

Whiteboards

Visible to all students for performance checklist

Alternative: Large paper, wall display

Key Vocabulary

Performance

Dancing in front of an audience with confidence and skill

Timing

Moving in time with the music or beat

Levels

High, medium, and low positions in dance

Unison

Moving together at exactly the same time

Feedback

Helpful comments to help someone improve

Expression

Showing feelings and character through movement

Skill Progression Pathway

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

Prior Learning

Created animal-themed movement patterns
Worked in pairs to develop sequences
Practiced basic dance vocabulary

Current Skills

Performing sequences with confidence
Evaluating and improving performances
Using feedback to enhance movement quality

Next Steps

Creating longer, more complex sequences
Leading group performances
Teaching others movement patterns

Milestone Indicators

Performs sequence from memory without hesitation

Uses dance vocabulary correctly when giving feedback

Shows visible improvement after receiving feedback

Key Teaching Points

Build confidence through positive reinforcement and celebration
Use specific dance vocabulary consistently throughout lesson
Structure feedback using '2 stars and a wish' format
Connect timing practice directly to performance application
Maintain high energy and enthusiasm for performance atmosphere
Reference performance checklist regularly for consistency
Allow individual expression within structured framework

Common Misconceptions

Performance is only about entertaining rather than demonstrating skills - emphasise technical elements
Feedback should focus on mistakes rather than improvements - model positive, constructive language
All students must move identically in sequences - encourage individual interpretation within structure
Timing means rushing through movements - demonstrate steady, controlled tempo
Good performances require complex movements - celebrate clear, simple execution

SEN Adaptations

ADHD

Shorter practice segments, clear movement boundaries, regular position changes, immediate feedback

dyspraxia

Slower movement instruction, additional practice time, simplified sequence options, patient feedback

autism spectrum

Clear structure and routine, visual schedule of lesson progression, quiet space available for breaks

visual impairment

Verbal descriptions of performance checklist, tactile feedback during movement, buddy system for spatial awareness

hearing impairment

Visual cues for rhythm and timing, vibration-based rhythm instruments, clear visual demonstrations

physical disability

Modified movements to suit individual capabilities, seated performance options, adapted feedback methods

Cross-Curricular Links

English

Speaking and listening through peer feedback, using descriptive vocabulary, following instructions

Maths

Counting beats and patterns, understanding timing sequences, spatial awareness

Science

Understanding heart rate changes, body systems during exercise, muscle groups and movement

Music

Responding to rhythm and beat, understanding tempo, listening skills

PSHE

Building confidence, giving constructive feedback, celebrating achievements, working cooperatively

Teacher Guidance

Positioning

Move around hall perimeter during practice, centre position during whole-group instruction, front corner during performances for optimal viewing

Observation Focus

Watch for confidence in performance, quality of peer feedback, application of timing skills, safety during movement

Intervention Points

Step in if feedback becomes negative, support students struggling with sequence memory, assist with timing difficulties

Demonstration Notes

Model enthusiastic performance attitude, show clear feedback examples, demonstrate proper audience behaviour, maintain energy throughout lesson

Verbal Cues

•'Show me your animal character!'
•'Listen to the beat!'
•'Use our dance words!'
•'Heads up, confident performers!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for 30 students in pairs with performance area

Surface Check

Non-slip surface free from obstacles, appropriate for dance movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•All rhythm instruments checked for damage before use
•Electrical equipment positioned to avoid trip hazards

Risk Management

Key Risks

•Collisions during partnered sequences
•Slips during energetic animal movements
•Overstretching during cool-down

Risk Mitigation

•Clear spacing guidelines for pairs maintained throughout
•Progressive warm-up to prepare muscles
•Teacher supervision of stretching positions

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during practice
•Circulate during feedback sessions to monitor interactions
•Clear sight lines during performance sections

Emergency Procedures

Stop music immediately, assess situation, apply first aid if needed, continue with modified activity if appropriate