Lesson 6 - Performance Evaluation and Improvement
Expressing British Values Through Creative Dance and Choreography
•Year 6
•Dance
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How can we become skilled critics and performers who help each other achieve excellence?
Learning Objectives
- To identify and describe the qualities of an excellent dance performance using technical vocabulary
- To provide constructive feedback to peers using appropriate dance terminology and structured evaluation methods
- To demonstrate improvement in personal performance based on received feedback and self-reflection
Key Outcomes
- Students will evaluate performances using specific technical dance language
- Students will give meaningful feedback using the two stars and a wish format
- Students will show measurable improvement in their Highway Man performance based on peer feedback
Equipment & Resources Required
Position for clear view of performance area, test recording function before lesson
Alternative: Smartphone with video capability
Prepare space for creating evaluation checklist with class
Alternative: Flipchart paper and markers, digital display board
Test audio quality, have Highway Man music ready to play
Alternative: Portable speaker with phone connection
Prepare numbered items for quick partner pairing system
Alternative: Simple number cards on string, coloured bands
Distribute around edges of space for cool-down activities
Alternative: Towels, designated floor space areas
Key Vocabulary
Stretching body parts to their full length to create clean, sharp lines
Performing movements precisely as choreographed with correct timing and positioning
The overall impact and excellence of a dance including technical skill and artistic expression
Carefully observing and judging the quality of a performance using specific criteria
Helpful comments that identify strengths and suggest specific improvements
Specific dance words that describe movements, positions, and performance qualities
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have created a Highway Man themed dance performance
- Students understand basic dance movements and formations
- Students have experience working collaboratively in dance
- Students know fundamental warm-up and cool-down principles
Current Skills
- Evaluating dance performances using technical vocabulary
- Providing constructive feedback using structured methods
- Responding positively to feedback and making improvements
- Leading peer warm-up activities with understanding of exercise effects
Next Steps
- Creating original choreography incorporating feedback principles
- Teaching dance skills to younger students
- Developing advanced performance skills with professional presentation standards
- Understanding dance in cultural and historical contexts
Milestone Indicators
Key Teaching Points
- Model excellent feedback language throughout using specific examples and technical vocabulary
- Ensure evaluation criteria are understood by all students before beginning peer assessment
- Celebrate improvement efforts as much as natural ability to build confidence and growth mindset
- Maintain focus on constructive, kind feedback that genuinely helps others improve
- Connect evaluation skills to real-world applications in sports, arts, and personal development
- Use video comparison opportunities to make improvement visible and celebrate progress
- Build students' confidence as both performers and evaluators through structured support
Common Misconceptions
- Believing evaluation means finding faults - emphasise it's about recognising strengths and suggesting improvements
- Thinking feedback should be vague to avoid hurting feelings - teach that specific feedback is more helpful and kinder
- Assuming technical vocabulary is too difficult - show how it helps communicate more precisely and professionally
- Believing only 'natural' performers can improve - demonstrate how feedback and practice lead to measurable improvement
- Thinking evaluation is only for teachers - show how peer feedback develops critical thinking and communication skills
SEN Adaptations
ADHD
- Use shorter evaluation segments, provide movement breaks, offer fidget tools during observation periods
dyspraxia
- Focus on effort and improvement rather than precision, provide extra support during feedback sessions, celebrate individual progress
autism spectrum
- Provide clear structure for feedback sessions, use visual supports for evaluation checklist, allow processing time between activities
visual impairment
- Provide verbal descriptions of performance elements, use tactile guidance for posture and movement quality, ensure clear audio feedback
hearing impairment
- Use visual demonstration for all criteria, provide written checklist, use clear visual cues for feedback timing
physical disability
- Adapt performance expectations to individual capabilities, focus evaluation on achievable elements, ensure inclusive feedback criteria
Cross-Curricular Links
English
Technical vocabulary development, articulating opinions clearly, giving structured feedback using specific linguistic frameworks
Science
Understanding exercise effects on cardiovascular and respiratory systems, explaining physiological changes during physical activity
PSHE
Building confidence through performance, giving and receiving constructive criticism, celebrating others' achievements, developing resilience
Teacher Guidance
Positioning
Move actively between groups during feedback sessions, position for clear view of all activities while remaining accessible for support
Observation Focus
Watch for quality of feedback language, emotional responses to evaluation, improvement in performance quality, use of technical vocabulary
Intervention Points
Step in immediately if feedback becomes unkind, support students struggling with evaluation concepts, celebrate specific improvements observed
Demonstration Notes
Model excellent feedback throughout lesson, demonstrate performance qualities clearly, show visible enthusiasm for students' achievements and progress
Verbal Cues
- •'Use our checklist words!'
- •'Be specific in your feedback!'
- •'Remember two stars and a wish!'
- •'Show me that improvement!'
- •'Beautiful extension there!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 20m to accommodate whole class performance and individual practice areas
Surface Check
Clean, dry, non-slip surface free from obstacles, adequate ventilation for physical activity
Equipment Safety
Safety Checks
- •Video recording equipment positioned safely away from movement areas
- •Music system volume appropriate for instruction and performance
- •Numbered bibs/cards in good condition without sharp edges or loose parts
Risk Management
Key Risks
- •Collisions during individual performance spaces
- •Emotional distress from peer evaluation
- •Overexertion during warm-up or performance
- •Inappropriate or unkind feedback affecting self-esteem
Risk Mitigation
- •Clear boundaries established between performance areas
- •Structured feedback training with kind language emphasis
- •Teacher monitoring of all feedback sessions
- •Progressive warm-up and cool-down protocols
- •Positive celebration atmosphere throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during feedback sessions
- •Circulate actively during peer evaluation to monitor language and behaviour
- •Have clear view of performance area for safety and assessment
Emergency Procedures
Stop activity immediately if emotional distress occurs, provide private support, have alternative activities for students who need breaks from evaluation