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Lesson 6 - Performance and Peer Evaluation

Fire of London: Historical Storytelling Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

How can we use feedback to make our Fire of London performance even better?

Learning Objectives

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

Key Outcomes

Students will perform their Fire of London dance with improved timing and expression
Students will give constructive feedback using simple dance vocabulary
Students will demonstrate improvement based on peer feedback

Equipment & Resources Required

Tunnel Systems

Test volume and music tracks before lesson

Alternative: Bluetooth speaker or tablet with speakers

Fire of London Music Track

2-3 tracks

Have Kasabian 'Fire' and Ellie Goulding 'Burn' ready to play

Alternative: Any dramatic, rhythmic music suitable for fire themes

Video Device

Ensure good lighting and clear view of performance area

Alternative: Smartphone, tablet, or camera

Sun Markers

1 set

For creating performance checklist with children

Alternative: Flipchart paper and pens

Cones

4-6

Define clear performance space and audience area

Alternative: Spots or any boundary markers

Key Vocabulary

Performance

Dancing for an audience, showing your best work

Timing

Moving in time with the music, not too fast or slow

Levels

Dancing high, middle or low to make the dance more interesting

Feedback

Helpful comments to help someone improve their dancing

Unison

Dancing together at exactly the same time

Expression

Showing feelings and character through your dancing

Skill Progression Pathway

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

Prior Learning

Students have created a Fire of London themed dance sequence
Students understand basic dance vocabulary (levels, directions, unison)
Students can move in time to music

Current Skills

Performing a complete dance sequence with confidence
Evaluating dance performances using criteria
Giving constructive feedback to peers

Next Steps

Creating more complex dance sequences
Working collaboratively in larger groups
Incorporating more advanced dance techniques

Milestone Indicators

Maintains timing throughout the performance

Uses appropriate dance vocabulary in feedback

Shows visible improvement after receiving feedback

Key Teaching Points

Establish clear performance criteria as a class foundation for evaluation
Model positive feedback language using specific dance vocabulary
Encourage resilience when timing or movements go wrong during performance
Balance individual achievement with supportive peer relationships
Connect movement quality to historical understanding of the Great Fire
Use video recording as a tool for self-reflection and improvement
Celebrate progress and improvement rather than just final outcomes

Common Misconceptions

Thinking feedback must only point out mistakes - teach that good feedback includes positives
Believing performance means being perfect - emphasise expression and effort over perfection
Assuming all children must move identically - celebrate individual interpretation within the structure
Thinking dance is only about the movements - highlight importance of timing, expression, and performance quality
Believing peer feedback is too difficult for Year 1 - scaffold with clear structures and vocabulary

SEN Adaptations

ADHD

Break performance into shorter sections, provide clear start/stop signals, offer movement breaks

dyspraxia

Simplify movement sequences, allow extra practice time, provide visual cues for spatial awareness

autism spectrum

Provide clear structure for feedback, use visual supports for performance criteria, offer quiet space if needed

visual impairment

Use audio cues for timing, describe movements verbally, provide tactile guidance for positions

hearing impairment

Use visual conducting cues, vibrating speaker for music, visual feedback signals

physical disability

Adapt movements for seated or supported positions, focus on achievable actions, modify to individual abilities

Cross-Curricular Links

English

Descriptive vocabulary development, speaking and listening skills through feedback

Art

Expression and creativity, representing historical events through movement

History

Great Fire of London - causes, events, and consequences of the fire

Music

Rhythm and timing, responding to musical beats and phrases

PSHE

Giving constructive feedback, supporting peers, building confidence

Teacher Guidance

Positioning

Move around perimeter to observe all children, position near performance area during evaluations

Observation Focus

Performance confidence, timing accuracy, quality of feedback, peer interaction

Intervention Points

Step in if feedback becomes unkind, support children who are struggling with confidence, guide technical improvements

Demonstration Notes

Model enthusiastic performance, show clear feedback language, demonstrate recovery from mistakes

Verbal Cues

•'Remember our checklist!'
•'Show me your fierce fire face!'
•'Listen first, then copy!'
•'What did you like about that movement?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear space for group performance, additional seating area for audience

Surface Check

Non-slip, even surface suitable for dance movement

Equipment Safety

Safety Checks

•Music volume at appropriate level to prevent hearing damage
•Recording equipment positioned safely away from movement area
•All cables and wires secured and out of pathways

Risk Management

Key Risks

•Collisions during group performance
•Slips during energetic movements
•Emotional distress from peer feedback
•Overexertion during extended dancing

Risk Mitigation

•Clear performance boundaries marked
•Adequate spacing between performers
•Positive feedback framework established
•Regular breaks and cool-down periods

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performers
•Monitor audience behaviour during performances
•Listen to peer feedback conversations
•Watch for signs of fatigue or distress

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other children are safely seated