Lesson 6 - Performance and Peer Evaluation
Pirate Dance Adventures
•Year 2
•Dance
•Start Planning Better PE Lessons
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How can we use feedback to improve our dance performances and become better performers?
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 pirate-themed dance sequence with improved timing and expression
- Students will evaluate performances using technical dance vocabulary
- Students will demonstrate improvement based on peer feedback
Equipment & Resources Required
Pre-load both warm-up and performance tracks
Alternative: Portable speaker with phone/tablet connection
Cue track 'He's a Pirate' ready to play
Alternative: Any rhythmic pirate-themed music
'Yo Ho! (A Pirates Life for Me)' queued first
Alternative: Any upbeat Disney song with clear beat
Check battery and storage space before lesson
Alternative: Smartphone or tablet camera
Simple shakers or rhythm sticks if available
Alternative: Clapping hands or body percussion
Prepare performance criteria poster in advance
Alternative: Written on whiteboard
Key Vocabulary
Moving in time with the music, keeping the beat
Moving at different heights - high, medium, and low
Dancing together at exactly the same time
Moving forwards, backwards, sideways, or diagonally
Dancing with energy, expression, and commitment
Helpful comments to help someone improve their dancing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform basic travelling movements with changes of level
- Students understand unison and can work with a partner
- Students know simple dance vocabulary from previous lessons
Current Skills
- Performing a complete dance sequence with timing accuracy
- Using technical vocabulary to evaluate performance
- Giving constructive feedback to improve performance quality
Next Steps
- Creating original dance sequences with complex structures
- Leading warm-ups and teaching simple movements to others
- Evaluating and improving group performances with multiple criteria
Milestone Indicators
Key Teaching Points
- Focus on performance quality and expression, not just technical accuracy
- Use the established checklist consistently throughout the lesson
- Model positive, constructive feedback language for children to copy
- Celebrate improvement and effort as much as final achievement
- Maintain high energy and enthusiasm throughout all activities
- Ensure equal attention and support for both performance groups
- Connect all activities back to the pirate theme for engagement
Common Misconceptions
- Children may think feedback means finding faults - emphasise positive elements first
- Some may believe perfect technique is more important than timing and expression
- Children might think they need to change everything after feedback - focus on one improvement
- Some may assume loud music means they should move faster - emphasise steady beat
- Children may think performing alone is better than working with a partner - celebrate cooperation
SEN Adaptations
ADHD
- Provide clear boundaries for performance areas, use shorter practice segments, offer movement breaks between activities
dyspraxia
- Break down complex movements into smaller parts, provide additional practice time, focus on expression over perfect technique
autism spectrum
- Provide clear structure for feedback sessions, use visual schedule for lesson segments, allow quiet space if overwhelmed
visual impairment
- Use verbal descriptions of movement, provide tactile guidance for positioning, ensure music volume allows for instruction
hearing impairment
- Use visual cues and demonstrations, provide written performance checklist, use vibrations for rhythm work
physical disability
- Adapt movements to seated or supported positions, focus on upper body expression, modify partner work as needed
Cross-Curricular Links
English
Speaking and listening during feedback sessions, using specific vocabulary to describe performance
Maths
Counting beats and rhythm patterns, understanding sequences and timing
Music
Responding to rhythm and beat, understanding musical structure and timing
PSHE
Building confidence, giving and receiving feedback, supporting others' learning
Teacher Guidance
Positioning
Move around space during practice, position at side during performances for clear view
Observation Focus
Watch for timing accuracy, use of levels and directions, quality of partnership work
Intervention Points
Step in if feedback becomes unconstructive, support nervous performers, help with timing difficulties
Demonstration Notes
Use clear, exaggerated movements for teaching points, model positive feedback language, show performance energy and commitment
Verbal Cues
- •'Keep that steady beat!'
- •'Show me those levels!'
- •'Watch your partner!'
- •'Head up, pirates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, additional area for audience seating
Surface Check
Clean, dry floor with good grip, free from obstacles and debris
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Recording equipment secured and not obstructing movement
- •Percussion instruments checked for cracks or sharp edges if used
Risk Management
Key Risks
- •Collisions during partner work and group performances
- •Slips during energetic movements
- •Emotional upset from peer feedback
Risk Mitigation
- •Clear boundaries established between performance and audience areas
- •Adequate spacing maintained between pairs during practice
- •Positive feedback guidelines established and modelled
- •Teacher monitoring emotional responses during evaluation activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all children during performances
- •Monitor pair interactions during feedback sessions
- •Support children who may be nervous about performing
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate support or first aid, contact office if needed