Lesson 6 - Performance Review and Evaluation
British Values in Creative Dance
•Year 7
•Dance
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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
Position centrally for clear audio throughout space
Alternative: Portable bluetooth speaker or tablet with external speakers
Cued ready to play, volume tested and appropriate
Alternative: Any dramatic, recognisable theme music suitable for British Values theme
Fully charged, adequate storage space, positioned for clear view of performance area
Alternative: School camera or multiple mobile devices for different angles
Positioned where all students can see clearly, markers working
Alternative: Flipchart paper, interactive whiteboard, or printed performance checklist sheets
Pre-prepared with evaluation criteria, distributed before peer assessment
Alternative: Laminated reusable sheets with dry-wipe markers
Key Vocabulary
The overall standard and effectiveness of a dance presentation including technical skill, expression and presentation
The alignment and positioning of the body during dance movements, maintaining strong core and straight spine
The reaching and lengthening of body parts, particularly arms and legs, to create lines and shapes
Precise execution of movements exactly as choreographed, with correct timing and placement
The synchronisation of movements with the music beat and rhythm patterns
The process of students assessing each other's work using agreed criteria and providing constructive feedback
Specific, helpful comments that identify strengths and suggest improvements in a positive manner
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
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