Lesson 6 - Performance and Peer Evaluation
Mini Beast Adventures Through Creative Movement
•Year 1
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we become dance critics and help each other create magical mini beast performances?
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 mini beast dance with improved timing and expression
- Students will identify strengths and areas for improvement in peer performances
- Students will use simple technical dance vocabulary when giving feedback
Equipment & Resources Required
Position for clear sound throughout hall, test volume before lesson
Alternative: Tablet with speakers, laptop with external speaker
Queue up 'The Time of Your Life' and 'Ugly Bug Ball' tracks ready to play
Alternative: Backup music on different device
Position where all students can see, have performance checklist ready to display
Alternative: Flip chart paper and markers, prepared performance checklist poster
Ensure device is charged and has sufficient storage space for multiple recordings
Alternative: Mobile phone with video capability
Prepare numbers 1 and 2 for easy pair identification during peer evaluation
Alternative: Coloured stickers, hand gestures for numbering
Key Vocabulary
Dancing in front of an audience with confidence and expression
Moving in time with the music beat
Using your face and body to show the character or feeling of the dance
Helpful comments that tell someone what they did well and how they can improve
People who watch a performance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created and practised mini beast dance sequences
- Learned basic dance vocabulary (levels, directions, unison)
- Worked collaboratively in pairs
Current Skills
- Performance skills and stage presence
- Peer evaluation and constructive feedback
- Self-reflection and improvement techniques
Next Steps
- Apply evaluation skills to new dance styles
- Lead warm-ups using learned movement patterns
- Create dances for different themes and audiences
Milestone Indicators
Key Teaching Points
- Use the performance checklist consistently throughout the lesson
- Model high-quality feedback using 2 stars and a wish format
- Encourage specific observations using dance vocabulary
- Build confidence through positive reinforcement and celebration
- Focus on individual improvement rather than comparison
- Maintain supportive audience atmosphere during performances
- Connect timing skills to musical awareness and expression
Common Misconceptions
- Thinking performance means being perfect - emphasise expression and effort over perfection
- Believing feedback should focus on mistakes - teach positive, constructive approach
- Assuming all students must perform identically - celebrate individual interpretation and improvement
- Thinking evaluation is about judging others - frame as helping and supporting peers
SEN Adaptations
ADHD
- Break performance into shorter sections, provide movement breaks, use high energy activities constructively
dyspraxia
- Focus on individual improvement rather than comparison, provide additional practice time, break down complex movements
autism spectrum
- Provide clear structure for feedback sessions, use visual performance checklist, prepare students for audience situations
visual impairment
- Provide verbal descriptions of performances, use tactile feedback methods, buddy system for spatial awareness
hearing impairment
- Use visual cues for timing, provide written feedback formats, ensure visual demonstration of all instructions
physical disability
- Adapt movements to individual abilities, focus on achievable performance criteria, modified feedback methods
Cross-Curricular Links
English
Speaking and listening skills during feedback, using descriptive vocabulary, following instructions
Maths
Counting beats, recognising patterns, spatial awareness and positioning
Music
Responding to rhythm and beat, musical appreciation, timing and coordination
PSHE
Building confidence, giving and receiving feedback, celebrating achievements, working collaboratively
Teacher Guidance
Positioning
Move around space during practice, central position during performances for visibility
Observation Focus
Watch for application of performance criteria, quality of peer feedback, improvement between attempts
Intervention Points
Step in if feedback becomes unkind, if students struggle with performance criteria, if safety concerns arise
Demonstration Notes
Model high-energy performance, demonstrate good audience behaviour, show specific feedback examples
Verbal Cues
- •'Remember our checklist!'
- •'Show me your mini beast character!'
- •'Feel the music in your whole body!'
- •'Give feedback that helps!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space, minimum 15m x 10m for whole class performance
Surface Check
Clean, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Video equipment secured and not obstructing pathways
- •Whiteboard positioned where all can see without blocking movement
Risk Management
Key Risks
- •Collisions during group performance
- •Trips and falls during excited movement
- •Overexertion during repeated performances
Risk Mitigation
- •Clear boundaries established for performance spaces
- •Adequate spacing between pairs during practice
- •Regular reminders about spatial awareness
- •Monitor energy levels and provide rest as needed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during performances
- •Circulate during feedback sessions to guide discussions
- •Monitor for signs of fatigue or overexcitement
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support as needed