Lesson 6 - Performance and Peer Evaluation
Fire of London: Historical Storytelling Through Creative Movement
•Year 1
•Dance
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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
Test volume and music tracks before lesson
Alternative: Bluetooth speaker or tablet with speakers
Have Kasabian 'Fire' and Ellie Goulding 'Burn' ready to play
Alternative: Any dramatic, rhythmic music suitable for fire themes
Ensure good lighting and clear view of performance area
Alternative: Smartphone, tablet, or camera
For creating performance checklist with children
Alternative: Flipchart paper and pens
Define clear performance space and audience area
Alternative: Spots or any boundary markers
Key Vocabulary
Dancing for an audience, showing your best work
Moving in time with the music, not too fast or slow
Dancing high, middle or low to make the dance more interesting
Helpful comments to help someone improve their dancing
Dancing together at exactly the same time
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
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