English · Year 3

Active learning ideas

Reviewing and Critiquing Performance

Active learning works for reviewing performance because pupils need to see, hear, and discuss live elements like gesture and tone to grasp what makes a performance effective. When they take on the role of both performer and critic, they internalize feedback criteria faster than through passive observation alone.

• National Curriculum Attainment Targets
• EN2/1a
• EN2/2a

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Hot Seat
• 30 min · Pairs

Pairs: Feedback Sandwich Role-Play

Pairs perform a 1-minute scripted scene. The audience partner gives feedback using a 'sandwich' structure: one positive comment, one improvement suggestion with specific vocabulary, one encouraging close. Switch roles and discuss what helped most.

Evaluate criteria to judge a successful performance.

Facilitation Tip

During Feedback Sandwich Role-Play, circulate and model how to phrase the 'grow' part with concrete examples from the performance you just watched.

What to look for

After performing a short scene, students use a checklist with criteria like 'Clear voice projection' and 'Expressive gestures.' They circle 'Yes' or 'No' for each criterion and write one sentence of feedback for their partner, e.g., 'Try speaking a little louder in the next scene.'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Hot Seat
• 45 min · Small Groups

Small Groups: Rubric Critique Stations

Provide printed rubrics with criteria like voice clarity and expression. Groups watch peer performances or short video clips at stations, score using the rubric, and write one piece of constructive feedback. Rotate stations and compare scores.

Construct feedback that helps a performer improve their acting.

Facilitation Tip

At Rubric Critique Stations, provide highlighters so pupils can mark evidence directly on the rubric for each group’s performance segment.

What to look for

Students receive a card with the title of a short play they have seen performed. They must write two sentences: one describing something the performers did well, and one suggesting one specific way the performance could be improved.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Hot Seat
• 40 min · Whole Class

Whole Class: Performance Hot Seat

Select a pupil to perform a monologue in the 'hot seat.' Class uses prompt cards with criteria to ask questions and offer feedback. Performer responds, then reflects on changes made for a re-performance.

Analyze how seeing a story performed changes our understanding of the text.

Facilitation Tip

For Performance Hot Seat, keep a timer visible so the focus stays on concise, purposeful feedback within the time limit.

What to look for

Ask students: 'How did watching the story performed change your feelings about the characters compared to when you just read the script? Give an example from the performance.'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Hot Seat
• 20 min · Individual

Individual: Critique Journal Entries

After watching a class performance or video, pupils jot notes on strengths and improvements using a template with sentence starters. They select one feedback point to share in a plenary.

Evaluate criteria to judge a successful performance.

What to look for

After performing a short scene, students use a checklist with criteria like 'Clear voice projection' and 'Expressive gestures.' They circle 'Yes' or 'No' for each criterion and write one sentence of feedback for their partner, e.g., 'Try speaking a little louder in the next scene.'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teachers approach this topic by structuring practice so pupils experience both sides of critique firsthand, which builds empathy and precision. Avoid letting discussions drift into vague praise; anchor every comment to observable elements in the rubric. Research shows that pupils improve fastest when feedback is immediate and linked to clear criteria they helped create.

Successful learning looks like pupils using drama vocabulary confidently, balancing specific praise with actionable suggestions, and recognizing how performance changes meaning compared to reading. You’ll see them referring to the rubric, listening actively, and revising based on peer input.

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Watch Out for These Misconceptions

• During Feedback Sandwich Role-Play, watch for pupils who only give negative comments or only praise.

  Model the 'glow and grow' structure first, then have partners write their feedback on a shared template with labeled sections before they speak aloud.

• During Rubric Critique Stations, some pupils may assume a high score means the performance was perfect.

  Use the rubric’s language to point out that high scores reflect meeting criteria, not flawlessness, and guide pupils to note exactly which criteria were met.

• During Performance Hot Seat, pupils may think the performer’s task is to defend their choices rather than listen to feedback.

  Set the rule that the performer listens first, then asks clarifying questions before responding, using the sentence stem 'I heard you say... Can you tell me more about...?'

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Methods used in this brief

• Hot Seat