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Lesson 6 - Performance Review and Evaluation

British Values in Creative Dance

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Year 7

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Dance

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Big Question

How can we use feedback and evaluation to create outstanding dance performances that showcase British Values?

Learning Objectives

To understand and identify the key characteristics of a high-quality dance performance
To provide constructive feedback using appropriate dance vocabulary and evaluation skills
To demonstrate improvement in personal performance based on peer feedback and self-reflection

Key Outcomes

Students will confidently evaluate dance performances using technical vocabulary
Students will show measurable improvement in their British Values themed performance
Students will demonstrate effective peer assessment and feedback skills

Equipment & Resources Required

Tunnel Systems

1 set

Position centrally for clear audio throughout space

Alternative: Portable bluetooth speaker or tablet with external speakers

James Bond Theme

1 track

Cued ready to play, volume tested and appropriate

Alternative: Any dramatic, recognisable theme music suitable for British Values theme

Video Device

1 device (tablet/phone)

Fully charged, adequate storage space, positioned for clear view of performance area

Alternative: School camera or multiple mobile devices for different angles

Sun Markers

1 board, 3-4 markers

Positioned where all students can see clearly, markers working

Alternative: Flipchart paper, interactive whiteboard, or printed performance checklist sheets

Cards

15 copies (1 per pair)

Pre-prepared with evaluation criteria, distributed before peer assessment

Alternative: Laminated reusable sheets with dry-wipe markers

Key Vocabulary

Performance Quality

The overall standard and effectiveness of a dance presentation including technical skill, expression and presentation

Posture

The alignment and positioning of the body during dance movements, maintaining strong core and straight spine

Extension

The reaching and lengthening of body parts, particularly arms and legs, to create lines and shapes

Accuracy

Precise execution of movements exactly as choreographed, with correct timing and placement

Timing

The synchronisation of movements with the music beat and rhythm patterns

Peer Evaluation

The process of students assessing each other's work using agreed criteria and providing constructive feedback

Constructive Feedback

Specific, helpful comments that identify strengths and suggest improvements in a positive manner

Two Stars and a Wish

Feedback structure giving two positive points (stars) and one area for improvement (wish)

Skill Progression Pathway

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

Prior Learning

Basic dance movements and sequences from previous lessons
Understanding of British Values themes
Basic performance skills and spatial awareness
Familiarity with dance terminology from earlier units

Current Skills

Performance evaluation and critique skills
Constructive feedback using technical vocabulary
Self-reflection and improvement strategies
Peer assessment and support techniques

Next Steps

Advanced choreographic skills and composition
Leading and teaching dance to younger students
Creating original choreography reflecting personal values
Advanced performance techniques and stagecraft

Milestone Indicators

Confident use of technical dance vocabulary

Visible improvement between first and final performance

Effective peer feedback that leads to improvement

Self-awareness of performance strengths and areas for development

Key Teaching Points

Establish positive feedback culture from the beginning - evaluation should build confidence
Use specific, technical vocabulary consistently to develop students' assessment language
Model excellent feedback yourself before expecting students to provide it
Celebrate all improvement attempts, however small, to encourage risk-taking
Connect evaluation skills to British Values of respect, tolerance and mutual support
Ensure equal time and attention for all performers during peer evaluation
Video recording provides powerful tool for self-reflection and future comparison

Common Misconceptions

Students may think criticism means being negative - emphasise constructive, helpful feedback
Some may believe only perfect performances deserve praise - celebrate effort and improvement
Students might think feedback is just personal opinion - teach use of agreed criteria
May assume they can't improve quickly - show how small changes make big differences
Some think evaluation is about finding faults - frame as helping others succeed
Students may feel nervous about being assessed - create supportive, encouraging atmosphere

SEN Adaptations

ADHD

Short, focused feedback sessions, clear roles and responsibilities, movement breaks incorporated

dyspraxia

Simplified performance criteria, focus on effort over technical precision, additional practice time

autism spectrum

Clear structure for feedback sessions, written scripts available, quiet space if overwhelmed by evaluation

visual impairment

Clear verbal descriptions of performance criteria, buddy system for feedback sessions, audio cues for timing

hearing impairment

Visual demonstration of all criteria, written feedback sheets available, clear visual cues for timing

physical disability

Adapted performance expectations, focus on achievable elements, alternative ways to demonstrate criteria

Cross-Curricular Links

English

Speaking and listening skills through peer feedback, vocabulary development, constructive communication

Science

Understanding physiological responses to exercise, effects of physical activity on heart rate and breathing

Mathematics

Timing and counting in musical performance, spatial awareness and formation organisation

PSHE

Building confidence, giving and receiving feedback, collaboration and teamwork, celebrating achievement

Teacher Guidance

Positioning

Move between pairs during feedback sessions, position for clear view during performances, central location during demonstrations

Observation Focus

Quality of feedback language, evidence of improvement, emotional responses to evaluation, application of performance criteria

Intervention Points

Step in if feedback becomes negative, support students struggling with technical vocabulary, help with performance anxiety

Demonstration Notes

Model appropriate feedback language, demonstrate performance criteria clearly, show enthusiasm for their achievements

Verbal Cues

•'Use our checklist vocabulary!'
•'What specifically did you notice?'
•'Remember Two Stars and a Wish format'
•'Focus on that one improvement'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space for group performances and individual practice

Surface Check

Dry, even floor with adequate grip for dance movements, free from obstacles

Equipment Safety

Safety Checks

•Sound system positioned safely away from movement area
•Recording equipment secure and not obstructing pathways
•Whiteboard markers capped and stored safely

Risk Management

Key Risks

•Collisions during group performance
•Slips during dynamic movements
•Emotional impact of peer evaluation
•Overexertion during performances

Risk Mitigation

•Clear spacing requirements established for performances
•Positive feedback culture emphasised throughout
•Gradual cool-down to prevent dizziness
•Teacher monitoring of emotional responses during evaluation

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all performance areas during peer evaluation
•Monitor feedback conversations for constructive tone
•Check for any students struggling with emotional aspects of evaluation

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, emotional support available for students struggling with feedback