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Lesson 3 - Circus Travelling with Levels

Circus Magic: Creative Storytelling Through Dance

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Reception

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Dance

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30 min

Big Question

How can we travel like circus performers using different heights to tell our story?

Learning Objectives

To be creative in our use of travelling movements inspired by circus motifs
To show use of different levels (high, medium, low) in our travelling movements
To move safely in space taking care of ourselves and others

Key Outcomes

Students will travel creatively using circus-inspired movements
Students will demonstrate understanding of three different levels
Students will perform a motif with added travelling section showing level changes

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly, volume appropriate for space

Alternative: Tablet with speaker, phone with portable speaker

Music Tracks

3 tracks

Warm-up track, main activity music, performance music ready to play

Alternative: Any rhythmic circus-style music, carnival music

Open Floor Space

Minimum 6m x 6m

Obstacles cleared, safe boundaries established

Alternative: Hall space, classroom with furniture moved

Key Vocabulary

Level

How high or low our body is - high (stretched up), medium (normal standing), low (close to ground)

Travel

Moving from one place to another using different body parts

Motif

A short sequence of movements that tells part of our circus story

Spatial awareness

Looking where we're going and keeping safe distance from others

Control

Managing our speed and movements to stay safe and look good

In time

Moving with the beat of the music

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, skipping)
Understanding of freeze positions
Experience with simple dance movements
Previous work on circus motif from earlier lessons

Current Skills

Travelling at different levels with control
Adapting motif actions into travelling movements
Moving in time to music whilst changing levels
Safe movement awareness in shared space

Next Steps

Combining travelling and stationary movements in performance
Partner and group work with level changes
Creating longer dance sequences
Adding dynamics and expression to movements

Milestone Indicators

Shows three distinct levels when travelling

Maintains control whilst changing levels

Adapts circus motif actions into travelling movements

Demonstrates spatial awareness and safety

Key Teaching Points

Emphasise the three distinct levels (high, medium, low) throughout all travelling activities
Maintain focus on safety through heads up, eyes forward positioning during movement
Connect circus theme to movement quality and creative expression
Develop timing skills through consistent use of music and rhythm
Build on previous motif work to create longer, more complex sequences
Encourage creative problem-solving in adapting stationary actions to travelling movements
Foster performance confidence through positive feedback and celebration of achievement

Common Misconceptions

Children may think 'medium level' means crouching down - clarify this is normal standing height
Some may believe travelling means running fast - emphasise controlled, safe movement
Children might think levels only apply when stationary - demonstrate changing levels while moving
May assume all circus movements are high energy - show that control and timing are more important
Could think feedback means pointing out mistakes - model positive, specific observations
Might believe performance requires perfection - celebrate effort and improvement over perfect execution

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use engaging circus theme throughout, clear boundaries and expectations

dyspraxia

Simplify level changes, allow extra practice time, provide physical prompts for positioning, break down movements into smaller steps

autism spectrum

Provide visual schedule of lesson structure, allow practice time before performance, offer quiet space if needed, use clear routine and expectations

visual impairment

Use verbal descriptions of levels, provide physical guidance for positioning, create tactile markers for boundaries, use distinct musical cues

hearing impairment

Use visual signals for level changes, demonstrate all movements clearly, provide written instruction cards, use visual timing cues

physical disability

Adapt levels to seated positions (arms high/medium/low), modify travelling to wheelchair appropriate movements, provide alternative circus actions

Cross-Curricular Links

English

Vocabulary development through circus terminology, following multi-step instructions, describing movement using positional language

Science

Understanding how bodies move and balance, exploring forces needed for different movements, learning about exercise and health

Art

Creative expression through movement, interpreting circus themes artistically, understanding performance and audience

PSHE

Building confidence through performance, developing feedback skills, cooperation in partner work, celebrating achievement

Teacher Guidance

Positioning

Move around perimeter during travelling activities to observe all children, centre position for demonstrations

Observation Focus

Watch for safe spatial awareness, clear level differentiation, timing with music, creative interpretation

Intervention Points

Step in if spacing becomes unsafe, provide individual support for level understanding, guide exploration if children struggle for ideas

Demonstration Notes

Always demonstrate: Exaggerated level positions for clarity, safe travelling with heads up, smooth transitions between movements, timing with musical phrases

Verbal Cues

•'Heads up, eyes forward for safe travelling!'
•'Show me your levels - low, medium, high!'
•'Listen to the music and move with the beat!'
•'Find your own space, away from others!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear floor space, preferably hall or large classroom

Surface Check

Smooth, non-slip surface free from obstacles, appropriate for barefoot or soft-soled movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Volume at appropriate level for space size
•All cables and equipment secured and out of movement pathways

Risk Management

Key Risks

•Collisions between children during travelling
•Falls during level changes, particularly low to high transitions
•Loss of control when moving in time to music
•Spatial awareness challenges in group travelling

Risk Mitigation

•Clear boundaries established and maintained
•Emphasis on 'heads up, eyes forward' throughout
•Controlled speed during all travelling movements
•Adequate spacing between children during activities
•Progressive skill building from stationary to travelling

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during travelling
•Monitor spacing and speed during group movements
•Watch for fatigue affecting movement control
•Ensure music volume allows verbal instructions to be heard

Emergency Procedures

Stop signal established, first aid access confirmed, clear evacuation route identified