Lesson 1 - Circus Character Movements and Actions
Circus Magic: Creative Storytelling Through Dance
•Reception
•Dance
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How can we use our bodies to tell exciting circus stories through movement?
Learning Objectives
- To move safely in space taking care of ourselves and others
- To use a mind map to create simple circus character movements
- To develop basic fundamental movement patterns through circus themes
Key Outcomes
- Students will create and perform simple circus character movements
- Students will demonstrate safe movement in shared space
- Students will contribute ideas to develop a circus mind map
Equipment & Resources Required
Position for clear sound throughout space
Alternative: Tablet or phone with speaker
Cued and ready to play
Alternative: Any upbeat, child-friendly circus music
Available for main activity
Alternative: General circus-themed instrumental music
In container for easy distribution
Alternative: Pom poms, streamers, or no props
Positioned where all students can see clearly
Alternative: Flipchart paper and pens
Visual aids to support discussion
Alternative: Hand-drawn pictures or verbal descriptions
Key Vocabulary
A travelling show with performers, animals, and entertainers
The person who introduces and controls the circus acts
A performer who walks carefully across a high rope
Staying steady and controlled when moving or standing still
A series of movements performed one after another
How we perform movements - fast, slow, strong, gentle
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial awareness
- Simple copying of movements and actions
- Following simple instructions in movement activities
Current Skills
- Creating themed movements and actions
- Moving with control and awareness of others
- Expressing ideas through movement
Next Steps
- Developing longer movement sequences
- Adding dynamics and expression to movements
- Working collaboratively to create group sequences
Milestone Indicators
Key Teaching Points
- Safety first - establish clear boundaries and stop signals before beginning movement
- Use performance quality to inspire students - demonstrate with full commitment and energy
- Encourage creativity within safe parameters - all movement ideas are valid if safe
- Build confidence through positive feedback and celebrating individual achievements
- Use circus theme to develop movement vocabulary and expression
- Connect movements to character qualities to deepen understanding
- Balance individual creativity with group cooperation and audience skills
Common Misconceptions
- That louder or more energetic always means better performance - teach control and expression
- That all students must perform the same way - celebrate individual interpretation within safe boundaries
- That dance requires 'talent' - emphasise that everyone can move and express themselves
- That balance activities are too difficult for Reception - with support and progression, all can participate
- That boys might not enjoy dance - use strong characters like Ring Master and Strong Man to engage all students
SEN Adaptations
ADHD
- Include regular movement breaks, clear boundaries and expectations, provide fidget-friendly roles
dyspraxia
- Break movements into smaller steps, provide additional practice time, use rhythm and music to support coordination
autism spectrum
- Provide clear structure and routine, offer quiet observation role if needed, use visual schedule of activities
visual impairment
- Use clear verbal descriptions of movements, provide physical guidance if needed, ensure good contrast for visual aids
hearing impairment
- Use clear visual demonstrations, establish hand signals for start/stop, ensure student can see teacher clearly
physical disability
- Adapt movements for seated or supported positions, use upper body movements, provide peer support
Cross-Curricular Links
English
Vocabulary development through circus words, speaking and listening during partner discussions, following instructions
Maths
Counting in rhythm, understanding number sequences, spatial concepts (high/low, wide/narrow)
Art
Creative expression through movement, understanding of character representation, use of colour through optional props
PSHE
Building confidence, working with others, giving and receiving feedback, celebrating achievements
Teacher Guidance
Positioning
Maintain central position with clear view of all students, demonstrate alongside rather than just calling instructions
Observation Focus
Watch for spatial awareness, control during balance activities, creative expression, and social interaction
Intervention Points
Step in if students become unsafe, provide support for less confident movers, redirect overexcited behaviour
Demonstration Notes
Always demonstrate movements with full commitment and energy to inspire students, use exaggerated movements for clarity
Verbal Cues
- •'Find your own space, like you're in a bubble!'
- •'Heads up, eyes forward, watch for friends!'
- •'Show me strong circus performers!'
- •'Gentle and controlled movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 students moving individually
Surface Check
Non-slip surface, free from obstacles, adequate ceiling height for arm movements
Equipment Safety
Safety Checks
- •Music equipment positioned safely out of movement area
- •Optional props (scarves/ribbons) checked for tears or damage
- •Whiteboard/markers secured and accessible
Risk Management
Key Risks
- •Collisions during free movement
- •Loss of balance during character movements
- •Overexcitement leading to unsafe behaviour
Risk Mitigation
- •Clear personal space boundaries established
- •Immediate stop signals practiced
- •Controlled progression from simple to complex movements
- •Constant supervision during balance activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during movement
- •Monitor balance activities particularly closely
- •Watch for overexcitement during free dance sections
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, contact office if needed