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Lesson 6 - Performance, Review and Improvement

Expressive Storytelling

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Year 2

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Dance

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45 min

Big Question

How can we perform with confidence and help others improve through thoughtful feedback?

Learning Objectives

To understand what makes a good performance and demonstrate these qualities
To give useful, constructive feedback to partners using technical language
To improve our own performance based on feedback received from others

Key Outcomes

Students will perform their sequence with confidence, showing timing and expression
Students will observe performances and provide constructive feedback using dance vocabulary
Students will demonstrate improvement in their performance based on peer feedback

Equipment & Resources Required

Music Player

Position where all students can hear clearly

Alternative: Laptop with speakers, iPad with portable speaker

Performance Music: Pirates of the Caribbean Theme

1 track

Cued up and ready to play, test volume levels

Alternative: Any dramatic, pirate-themed music with clear beat

Warm-Up Music

1 track

Separate track for warm-up activities

Alternative: Any maritime-themed children's song

PE Equipment

Positioned to capture whole group, charged and ready

Alternative: Phone camera, school video camera

Sun Markers

1 set

For creating performance checklist with class

Alternative: Flip chart paper, printed checklist

Sticks

1 per student

Only if available, not essential for lesson

Alternative: Clap sticks, small drums, shakers

Key Vocabulary

Performance

Showing your dance to an audience with confidence and skill

Timing

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

Expression

Showing feeling and character through your movement and face

Feedback

Helpful comments that help someone improve

Levels

High, medium and low positions in your dance

Unison

Moving at exactly the same time as your partner

Skill Progression Pathway

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

Prior Learning

Students have created and practised a Pirates-themed dance sequence
Students understand basic dance concepts of levels, directions and timing
Students can work cooperatively with a partner

Current Skills

Performing with confidence and expression
Using technical vocabulary to evaluate performance
Giving and receiving constructive feedback

Next Steps

Creating more complex sequences with clear beginning, middle and end
Leading warm-ups and teaching others
Evaluating and improving choreography

Milestone Indicators

Can perform sequence confidently without prompting

Uses dance vocabulary when giving feedback

Shows visible improvement between first and second performance

Key Teaching Points

Use performance checklist consistently to maintain standards
Model giving constructive feedback using 2 stars and wish format
Connect all activities back to pirate theme for engagement
Celebrate improvement over perfection throughout lesson
Ensure all students experience both performing and evaluating roles
Use dance vocabulary naturally in all interactions
Build confidence through positive reinforcement and peer support

Common Misconceptions

That feedback must be perfect - emphasise specific, kind comments over detailed analysis
That performance must be identical each time - encourage expression within structure
That mistakes mean failure - reframe as learning opportunities
That rhythm means going fast - emphasise steady beat over speed
That only some students can be good performers - celebrate all efforts and improvements

SEN Adaptations

ADHD

Frequent movement breaks built in, clear boundaries for performance area, regular refocusing cues

dyspraxia

Extra practice time, simplified movement patterns if needed, focus on effort over precision

autism spectrum

Clear structure for feedback sessions, visual schedule of lesson activities, quiet space available if needed

visual impairment

Use verbal cues for performance criteria, buddy system for peer evaluation, tactile feedback for rhythm work

hearing impairment

Visual demonstrations of all movements, written checklist displayed, use of vibrations for beat

physical disability

Adapted movements within capabilities, focus on expression over technical perfection, seated options available

Cross-Curricular Links

English

Speaking and listening skills, vocabulary development, giving structured feedback using technical language

Maths

Counting beats and rhythms, understanding patterns, timing and sequencing

Music

Understanding rhythm and beat, moving to music, appreciating different musical styles

PSHE

Building confidence, giving and receiving feedback, supporting others, celebrating achievements

Teacher Guidance

Positioning

Move around perimeter during practice to observe all students, sit with group during reflection

Observation Focus

Look for application of performance criteria, quality of peer feedback, evidence of improvement

Intervention Points

Step in if feedback becomes inappropriate, support students struggling with performance anxiety

Demonstration Notes

Join in performances to model confidence, demonstrate clear feedback examples, show how to receive feedback positively

Verbal Cues

•'Remember our checklist - timing, head up, levels!'
•'Use your dance words when giving feedback!'
•'Focus on just one improvement at a time!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m, clear of obstacles for group performance

Surface Check

Non-slip surface, dry and even for dancing and stretching

Equipment Safety

Safety Checks

•Music volume at safe levels
•Video equipment securely positioned if used
•Rhythm instruments checked for damage if available

Risk Management

Key Risks

•Collisions during group performance
•Slips during energetic movement
•Overexcitement leading to unsafe behaviour
•Emotional distress from peer feedback

Risk Mitigation

•Clear performance boundaries established
•Adequate spacing maintained between performers
•Structured feedback format to ensure constructive comments
•Teacher monitoring emotional responses throughout

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during performances
•Monitor feedback sessions for appropriateness
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately if unsafe behaviour, provide emotional support for distressed students, appropriate first aid if needed