Lesson 3 - Circus Travelling with Levels
Circus Magic: Creative Storytelling Through Dance
•Reception
•Dance
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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
Positioned where all students can hear clearly, volume appropriate for space
Alternative: Tablet with speaker, phone with portable speaker
Warm-up track, main activity music, performance music ready to play
Alternative: Any rhythmic circus-style music, carnival music
Obstacles cleared, safe boundaries established
Alternative: Hall space, classroom with furniture moved
Key Vocabulary
How high or low our body is - high (stretched up), medium (normal standing), low (close to ground)
Moving from one place to another using different body parts
A short sequence of movements that tells part of our circus story
Looking where we're going and keeping safe distance from others
Managing our speed and movements to stay safe and look good
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
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